This study examines the relationship between gender experiences and teachers qualification on academic outcome in English language among senior secondary school students in Ibadan. The study adopted descriptive research design while the population is the whole secondary school students in Ibadan. It also adopts Simple random sampling techniques to select one hundred and fifty (150) secondary school students and one hundred and fifty (150) teachers of senior secondary school students totaling three hundred (300) respondents. Questionnaires were the main instruments used for data collection in this study. The questionnaire tagged Gender and Academic Experience Questionnaire (GAEQ) and Teachers Qualification Questionnaire (TQQ). The instrument was validated by the researcher and pilot tested within two weeks which was later yielded r=0.72 and r=0.76 using alpha Cronbach reliability estimation. Based on this research finding, the following recommendations were made that; the individual differences of the learners should be taken care of based on their gender differences as regard their academic pursuit and the teacher of English language should try as much as possible to update themselves by attending seminars and conferences in order to acquire modern skills for their profession/discipline among others.
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