ABSTRACT
This study examines teaching and learning planning effectiveness and students’ academic achievement among secondary school teachers in Ikpoba-Okha Local Government Area of Edo State. Out of a total population of 583 teachers, 159 were selected; this represents 27.3% of the total population. The simple random sampling method, specifically the hat-drawn method, was employed to select respondents. This method ensures that every member of the population has an equal chance of being chosen, promoting a fair and unbiased selection process. The instrument used in collecting data for the study was the questionnaire titled “Teaching and Learning Planning Effectiveness and Students Academic Achievement Questionnaire (TLPESAQ)”. In analyzing the personal data responses, frequency counts and simple percentages were utilized to determine the distribution of responses. Tables were employed to summarize the frequencies for a clearer presentation of the data. For the research questions, the mean and frequencies were used in the analysis. Mean values provide a measure of central tendency, helping to understand the average response or opinion on specific aspects. To analyze the research hypotheses, statistical tests were employed. The t-test, a common method for comparing means between two groups, was used. Additionally, the Pearson Product Correlation Coefficient, a measure of the strength and direction of a linear relationship between two variables, was employed to explore the associations between different variables in the study. These statistical methods contribute to a more rigorous and quantitative analysis of the research findings. The analysis suggests that planning, specifically lesson planning, plays a crucial role in imparting knowledge and coordinating students. It was found that the process of planning contributes to a more rational, efficient, and timely flow of information necessary for effective teaching. This underscores the importance of structured planning in the educational context, emphasizing its positive impact on knowledge dissemination and student coordination. Based on the findings, a recommendation is made that head teachers in schools should ensure the consistent use of lesson notes and lesson plans in teaching. This practice is seen as essential for fostering effective learning methods and ensuring that the educational process aligns with best practices. Implementing lesson notes and plans can contribute to a more structured and organized teaching approach, ultimately enhancing the quality of education in schools.
