Abstract

The study investigated the correlate of content validity of teacher-made-test in economics and students’ academic achievement in secondary schools in Taraba State, Nigeria. Four research questions and four null hypotheses were formulated to guide the study. The study adopted Descriptive Research Design method. The target population of the study consisted of 1,202 students of SS II Senior Secondary Schools. The sample of the study consist of 324 (312 students and 12 Economics teachers) selected randomly from 12 secondary schools both private and public. The instruments of the study were tagged Content Validity of Economics Teacher Made-Test Checklist (CVETMTC) and Students’ Academic Achievement in Economics Checklist (SAAEC). Research questions were answered using mean and standard deviation, while research hypotheses were tested using t-test. The result of the study revealed that, there was a strong positive relationship between public and private schools as per teacher-made-test is concerned, also there was a strong positive relationship between urban and rural schools as per teacher-made-test is concerned. The study further revealed that there was a strong positive relationship between male and female students achievement. Based on the result and conclusion of the study, some of the following recommendations were made; government should be cautious in terms of recruitment and posting of Economics teachers with regard to school location, public school principals in the urban areas should emphasized to their teachers on regular basis the need for strict adherence to content validity of Economics. Also economics teachers should motivates their students to help them build positive attitude towards the subject.