Assessment of Multiple-Teacher-Model and Subject-Mastery on Performance in Word-Processing Concepts among Business Education Students in Federal College of Education, Zaria

This study investigates the Assessment of Multiple-Teacher-Model and Subject-Mastery on Performance in Word-Processing Concepts among Business Education Students in Federal College Education, Zaria. A descriptive survey design was adopted for the study, with a population comprising 150 students and 12 instructors. Using a simple random sampling technique, 100 students were selected, while all 12 instructors participated. Data was collected using the AMSMOP (Assessment of Multiple Subject Mastery and its Outcomes on Performance) questionnaire, which experts in educational measurement and evaluation validated. The instrument demonstrated a reliability index of 0.76. Data analysis revealed that multiple teachers enhance understanding through diverse teaching styles. However, variability in subject mastery led to gaps in learning. Teacher collaboration positively influenced instructional quality (mean = 3.25, SD = 0.75). The study also highlighted a strong correlation (r ≈ +0.75) between teachers’ subject mastery and student academic performance, as students taught by teachers with higher mastery scores achieved higher CGPAs. In conclusion, the findings underscore the significance of enhancing subject mastery through professional training and fostering teacher collaboration to achieve better student outcomes. The study recommends structured approaches to lesson planning and consistent professional development to maximize the benefits of diverse teaching styles and subject expertise.