Abstract
The study examined the effects of programmed instruction and questioning teaching methods on business studies students??(TM) academic performance in public junior secondary schools in Adamawa state, Nigeria. Three specific purposes followed by three research questions were formulated to guide. Similarly, three null hypotheses were also formulated and tested at 0.05 level of significance. Pretest, post-test non-equivalent group, quasi-experimental research design was used for the study. The population of the study comprised all the 145,204 junior secondary school II business studies students in 506 public junior secondary schools in Adamawa state. Purposive sampling technique was used to select a sample size of 201 students for the study. The instrument for data collection was a researcher constructed Business Studies Achievement Test (BSAT) which was validated by three experts from the Department of Vocational Education, Modibbo Adama University of Technology, Yola and Ahmadu Bello University, Zaria. A reliability co-efficient of 0.72 was obtained for the instrument using Kuder-Richardson (KR20).Mean was used for research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that students taught business studies using programmed instruction and questioning teaching methods performed better with higher post-test scores than those taught using conventional teaching method. All the three null hypotheses were rejected. Based on the findings of the study, it was concluded that the two teaching methods have the potential to improve students??(TM) academic performance in business studies. The researcher therefore, recommended among others that business studies teachers should use programmed instruction and questioning teaching methods to teach business studies for enhanced students??(TM) academic performance in business studies. School administration and stakeholders in education should provide adequate training and resources needed to employ the two teaching methods for teaching business studies.