EFFECT OF PHYSICS TEACHERS’ EQUITY CLASSROOM BEHAVIOUR ON STUDENTS’ ACADEMIC ACHIEVEMENT IN HIGH SCHOOLS IN SOUTHWEST REGION OF CAMEROON

This study investigated the effect of physics teachers’ equity classroom behaviour on students’ academic achievement in high schools in Southwest Region of Cameroon. This study was based on the framework that teachers 'equity behaviour can enable students to do well in physics. Survey research design was used. The population of the study was 1602. The data was collected using a questionnaire. The Cronbach-Alpha reliability coefficient for the equity questionnaire was found to be 0.81.The simple random sampling technique was used to obtain the sample of the study which consisted of 1167 students in all the co-educational high schools offering Advanced Level Physics in the South West Region of Cameroon. Data collected were analyzed using both descriptive and inferential statistics. For descriptive statistics, percentages and frequencies were used while for inferential statistics the Chi-square test of independence was used. The major finding of this study was that most physics teachers show a moderate equity behaviour for their students and this has an effect on their academic achievement. The conclusion was that teacher equity behaviour can improve students’ academic achievement in physics.