Abstract

In this study, the researchers applied canonical correlation analysis on teachers' instructional performance and students' affective response in Secondary School Economics in Imo State. Two research questions and one hypothesis guided the study. The study adopted a correlation design which involved the explanatory/relational method using multivariate linear approach. The study was conducted in Imo State. The population ofthe study was 94,963 SSI-3 students of senior public secondary schools. The sample comprised 398 SS2 students. They were sampled through purposive and random sampling techniques. The instruments for data collection are: Teacher Instructional Performance Scale (TIPS) and Economics Students' Affective Response Scale (ESARS). The instruments were validated and their reliabilities were established using Cronbach alpha statistics which yielded internal consistency indices of 0.85 and 0.83 for TIPS and ESARS respectively. Canonical correlation analysis was used to answer the research questions while the hypothesis was tested using Wilks lambda test statistic at 0.05 level ofsignificance through SPSS ver. 25 statistical softwares. Results showed that there is a very high positive relationship between teachers' instructional performance and students' affective response in Secondary School Economics in Imo State. It was also found that students' interest and teachers' instructional presentation variates are great predictors ofthe relationship between teachers' instructional performance and students’ affective response. It was therefore recommended that teachers should always improve on their lesson planning and pedagogical content knowledge of economics in teaching as it will equip them more in effective delivery ofinstruction, which will make theirteaching interesting andmotivating to the students.

Keywords: Canonical Correlation Analysis, Teachers' Instructional Performance, Students’ AffectiveResponse, Economics