IMPLICATIONS OF MATHEMATICS TEACHER’S EDUCATIONAL CERTIFICATION ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS
IMPLICATIONS OF MATHEMATICS TEACHER’S EDUCATIONAL CERTIFICATION ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgments
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research hypotheses
1.7 Delimitation of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of the Instrument
3.7 Reliability of Instrument
3.8 Administration of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestions for further Study
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Without a doubt, the quality of mathematics education in secondary schools is paramount for students’ academic success and future prospects. Moreover, at the core of this quality lies the competence and expertise of mathematics teachers, who act as the primary facilitators of mathematical learning. Recognized widely, the educational qualifications and certifications held by mathematics teachers significantly influence their effectiveness in the classroom and, consequently, student outcomes.
However, recent research emphasizes the pivotal role of teacher qualifications in shaping student achievement in mathematics (Darling-Hammond, 2017; Hill, Rowan, & Ball, 2005).
IMPLICATIONS OF MATHEMATICS TEACHER’S EDUCATIONAL CERTIFICATION ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS
Concurrently, studies consistently reveal that teachers with advanced degrees or specialized certifications in mathematics education demonstrate superior pedagogical content knowledge, instructional strategies, and classroom management skills (Ingersoll & May, 2011; Opfer, Kaufman, & Thompson, 2016). Moreover, educators with robust educational backgrounds in mathematics are better equipped to convey complex mathematical concepts effectively and address the diverse learning needs of students.
Without reservation, the certification process for mathematics teachers varies across educational systems and jurisdictions. In fact, some regions mandate specific coursework in mathematics education, standardized examinations, or advanced degrees in mathematics or mathematics education (Goldhaber & Brewer, 2000; Murnane & Phillips, 2016). Furthermore, ongoing professional development opportunities are often available to mathematics teachers to deepen their subject matter expertise and refine instructional practices (Ball & Forzani, 2009).
Despite the potential benefits associated with certified mathematics teachers, disparities persist in the qualifications of mathematics educators across schools and districts. Implications of mathematics teacher’s educational certification on the performance of secondary school students in mathematics.
Undeniably, certain educational institutions struggle to recruit and retain highly qualified mathematics teachers, leading to a shortage of certified educators in underserved communities (Ingersoll, 2003). Consequently, students in these areas may encounter barriers to accessing high-quality mathematics instruction, exacerbating existing achievement gaps (Boyd et al., 2009).
In addition, given the significant influence of mathematics teacher certification on student learning experiences and outcomes, it is imperative to investigate the implications of teachers’ educational qualifications on secondary school students’ performance in mathematics. Hence, through exploring the relationship between teacher certification status and student achievement in mathematics, educators, policymakers, and stakeholders can identify effective strategies to enhance the quality of mathematics education and promote equitable learning opportunities for all students. Therefore, based on this background, this study aimed to examine the implications of mathematics teacher’s educational certification on the performance of secondary school students in mathematics
1.2 Statement of the Problem
Despite widespread recognition of the pivotal role played by teacher qualifications, there exists a notable lacuna in understanding the specific impacts of diverse educational certifications and qualifications among mathematics educators on student outcomes.
Thus, this knowledge deficit assumes heightened importance given the central significance of mathematics education in shaping students’ academic trajectories and future opportunities, underscoring the imperative for a comprehensive inquiry into the nexus between teacher certification and student achievement in mathematics. Implications of mathematics teacher’s educational certification on the performance of secondary school students in mathematics.
Furthermore, entrenched disparities persist in the allocation of highly qualified mathematics teachers across educational settings, thereby exacerbating pre-existing achievement differentials among students. The unequal dispersion of certified mathematics educators, particularly evident in underserved communities, presents a formidable challenge to the imperative of ensuring equitable access to high-caliber mathematics instruction for all students.
Addressing this challenge necessitates not only the identification of underlying factors contributing to these disparities but also the formulation of targeted interventions and policy measures aimed at rectifying them and fostering a milieu conducive to equitable learning opportunities for all students. Therefore, this study aimed to examine the implications of mathematics teacher’s educational certification on the performance of secondary school students in mathematics
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