ASSESSMENT OF FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING OF MARKETING IN SENIOR SECONDARY SCHOOLS IN YOLA SOUTH LOCAL GOVERNMENT AREA OF ADAMAWA STATE

ABSTRACT The aim of this study is to assess the factors militating against the effective teaching of Marketing in Senior Secondary Schools in Yola South Local Government Area of Adamawa State. The teaching of Marketing in Senior Secondary Schools in Yola South Local Government Area of Adamawa State has been facing several challenges that hinder its effectiveness. Despite the importance of Marketing as a subject in the curriculum, students' performance has been consistently low, and there seems to be a lack of practical application and understanding of marketing concepts. The population of this study consisted of all Marketing teachers and senior secondary school students who are currently offering Marketing as a subject in government-owned secondary schools across Yola South LGA. A total of 120 respondents were selected as the sample for the study. This sample comprised both teachers and students who are directly involved in the teaching and learning of Marketing in the selected schools. Findings reveal that student-related issues such as participation, interest, discipline, peer pressure, and especially regular attendance significantly hinder the teaching and learning process. Regular absenteeism emerged as the most critical barrier, profoundly disrupting classroom dynamics and educational outcomes. Teacher-related factors also play a pivotal role, with years of teaching experience and qualifications strongly affecting instructional effectiveness. Competency in lesson planning, classroom management, and the choice of teaching methods further contribute to successful Marketing education, although excessive teacher workload may slightly diminish teaching quality. The availability and utilization of teaching materials and resources, particularly Marketing textbooks and adequate time allocation, were highlighted as essential for effective learning. Conducive school environments and infrastructural support also positively influence student engagement and teaching outcomes. Additionally, parental and socio-economic factors, including the age and educational background of parents, their interest in their children's future, and provision of learning materials, were identified as significant contributors to students’ academic performance in Marketing. Collectively, these findings underscore the complex interplay between student behaviors, teacher qualifications, resource availability, and socio-economic influences in shaping the effectiveness of Marketing education in the region.