TEACHERS’ LESSON PLANNING PRACTICES AND ACADEMIC ACHIEVEMENT OF MIXED-ABILITY STUDENTS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE, NIGERIA

This study examined teachers’ lesson planning practices and their relationship with the academic achievement of mixed-ability students in senior secondary schools in Adamawa State, Nigeria. A descriptive correlational research design was adopted. The population comprised teachers and senior secondary school students in public mixed (co-educational) schools in Adamawa State. Using a multistage sampling technique, a sample of 100 teachers and 300 mixed-ability students was selected from three educational zones. Data were collected using the Teachers’ Lesson Planning Practices Questionnaire (TLPPQ) and students’ standardized examination scores obtained from school records. The questionnaire assessed key components of lesson planning, including instructional objectives; content selection and sequencing; teaching methods; instructional materials; time management; classroom organization; and assessment strategies Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation Coefficient (PPMCC) was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that teachers’ lesson planning practices were at a moderate level. All components of lesson planning contributed moderately to students’ academic achievement, with organized content and differentiation with aligned assessment showing slightly higher influence. A strong and significant negative relationship was observed between teachers’ reported lesson planning practices and students’ academic achievement, suggesting that effective planning alone does not guarantee improved performance without proper implementation and classroom support. The study concludes that effective lesson planning alone does not guarantee improved academic performance unless plans are properly implemented and supported by conducive classroom conditions. Recommendations include enhanced teacher training on lesson planning for mixed-ability classes, increased classroom supervision, and improved provision of teaching and learning resources.