Many countries around the world have fully integrated Information and Communication Technology (ICT) into their educational systems. The expansion of ICT use in educational settings has sparked a rush of research work examining the link between ICT and academic performance. In Nigeria's education sector, ICT is integrated in secondary school’s syllabus. However, their use in teaching and learning has remained sporadic. This paper sought to determine teachers’ competence on ICT in teaching and learning and their influence on students’ performance. The hypothesis tested was there is no significant relationship between teachers’ competence on ICT in teaching and learning and students’ performance. The Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh, Davis, and Morris (2003) was used to guide the study. The sample size consisted of 152 teachers and 297 students from 16 schools. Questionnaires for teachers and document analysis for students were used to collect data in this study. Descriptive statistics included frequency counts, percentages, means and standard deviation, whereas inferential statistics involved Pearson Product Moment correlation coefficient, factor and multiple regression analysis. The results of the study revealed a weak negative relationship (r=-.021, p>.05) between teachers’ competence on ICT and students’ performance. It can be concluded that teacher’s competences among the ICT users in the studied schools are generally limited especially to the staff members of older age, and the connection between teachers’ competences on ICT and students’ performance were negative. It is recommended that teacher training colleges should incorporate computer education and training on how to integrate ICT in education in the curriculum so that pre-service teachers leave the college being well prepared with ICT skills. This would enhance and maintain teachers’ ICT passion for effective ICT integration in teaching and learning for better student’s performance in secondary schools.