Abstract

Physics as a branch of pure science is introduced into the curriculum of secondary school because of its educational value, relevance to the need of individual learners and society as a whole. Reports from the public examining bodies indicate that not many students are passing the subject at credit level despite its importance, and thus pose a threat to those who have a stake in the subject. There had been studies on factors that may be influencing students' achievement, yet there is still a need for improvement. Therefore, this study examined the influence of teacher factors as predictors of students' learning outcomes in Physics in a senior secondary school in Oyo State. A non-experimental design with correlational approach was adopted. The sampling procedure was multistage. The sample is made of 630 students of Senior Secondary School II Physics and fifteen Physics teachers from Oyo State. Three instruments were used, and these are Physics Achievement Test (r=0.85), Teaching Style Observation Scale (r=0.87), and Classroom Interaction Pattern Observation Scale (r=0.86). The data gathered was analysed using Pearson product-moment correlation and multiple regressions. The findings revealed that there were significant relationships between the independent variables, and there is no co-linearity relationship among the predictor variables. The variables jointly account for 8.4% of the variance in students' achievement in Physics. It was, therefore, recommended that teachers with requisite characteristics can impact students' achievement.