THE INFLUENCE OF INSTRUCTIONAL PROCESS AND SUPERVISION ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS OF RIVERS STATE, NIGERIA

This research study is designed to determine whether instructional processes and supervision have any measurable bearing on the academic performance of secondary school students in Degema (Delga) local government area, Rivers State, Nigeria. Four research questions and three null hypotheses were posed to guide the study to a logical conclusion. A structured research questionnaire was administered on a sample size of seventy-seven (77) secondary school teachers in Degema local government area. Data generated from the research questions and null hypotheses were treated with statistical independent t-test of pooled and non-pooled variances and Pearson Product Moment Correlational Statistics (Pearson r). The results of the data analysis indicated that regular instructional supervision has a significant bearing on students’ performance, instructional supervision has a significant relationship with instructional processes, instructional problems has a significant relationship with instructional supervision, and teachers classroom instructional processes has a significant difference on the academic performance of secondary school students while institutional administration has no significant bearing on teachers classroom supervision, instructional supervision has no significant relationship with educational planning and academic program planning of secondary schools in Delga. Recommendations were proffered based on the findings to improve instructional processes and instructional supervision and enhance the academic performance of students in secondary schools in Degema local government area, Rivers State, Nigeria.