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TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN PRIMARY MATHEMATICS

TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN PRIMARY MATHEMATICS

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ABSTRACT

The study of teachers’ characteristics and pupils’ academic achievement in primary mathematics in public primary schools was carried out in Nsit Atai Local Government Area. One thousand, six hundred and seventy-two (1,672) primary five pupils formed the population for the study. A simple random sampling technique was used to select 200 respondents for the study. Three research hypotheses were formulated to guide the study. Mathematics Achievement Test (MAT) was the major instrument for data collection.

The data generated from the instrument were analyzed using independent t-test statistics. The results indicated that there is a significant difference between teachers’ qualification and pupils’ academic achievement in Mathematics. It also revealed that there is a significant difference between teachers’ teaching experience and pupils’ academic achievement in Mathematics.

It finally uncovered that there is a significant difference between teachers’ gender and academic achievement of pupils in Mathematics.

 

The study therefore recommended that only competent teachers should be employed to teach pupils at pre-primary and primary education for them to enhance pupils’ academic achievement in Mathematics. It finally concluded that teachers teaching primary schools should shrine for better qualification so as to aid their learners have interest in learning which will in turn influence their academic achievement in Mathematics.

 

TABLE OF CONTENTS

 

CHAPTER ONE 

INTRODUCTION

1.1     Background to the Study          –        –        –        –        –        –        1

1.2     Statement of the Problem         –        –        –        –        –        –        4

1.3     Purpose of the Study       –        –        –        –        –        –        –        5

1.4     Significance of the Study –                  –        –        –        –        –        6

1.5     Research Questions –      –        –        –        –        –        –        –        7

1.6     Research Hypotheses –   –        –        –        –        –        –        –        7

 

1.7     Delimitation of the Study         –        –        –        –        –        –        8

1.8     Limitations of the Study –        –        –        –        –        –        –        8

1.9     Operational Definition of Terms          –        –        –        –        –        9

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1     Concept of Teachers’ Characteristics – –        –        –        –       10

2.2     Teachers’ Qualification and Academic Achievement of Pupils      –       11

2.3     Teachers’ Experience and Academic Achievement of Pupils –      –       14

2.4     Teachers’ Gender and Academic Achievement of Pupils    –        –       17

2.5     Summary of Literature Review  –        –        –        –        –        –       19

 

CHAPTER THREE – RESEARCH METHODS

3.1     Area of the Study –        –        —       –        –        –        –        21

3.2     Research Design   –        –        —       –        –        –        –        22

3.3     Population of the Study   –        –        —       –        –        –        22

3.4     Sample and Sampling Technique        —       –        –        –        23

3.5     Instrument for Data Collection –          –        –        –        –        23

 

3.6     Validation of the Instrument     –        —       –        –        –        23

3.7     Administration of the Instrument –      –        –        –        –        24

3.8     Scoring of the Instrument         –        —       –        –        –        24

3.9     Method of Data Analysis –                   —       –        –        –        24

 

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis        –        –        –        –        –        –        –        25

4.2     Discussion of Findings     –        –        –        –        –        –        27

 

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary     –        –        –        –        –        –        –        –        31

5.2     Recommendations           –        –        –        –        –        –        32

5.3     Conclusion   –        –        –        –        –        –        –        –        33

5.4     Suggestions for Further Study – –        –        –        –        34

References –        –        –        –        –        –        –        –        35

Appendix      –        –        –        –        —       –        –        –        39

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

The quality of education of a nation could be determined by the quality of her teachers. To some extent, knowledge or learning cannot occur alone (on itself), but it requires some professional personnel. It is important to note that the educational process revolves mainly around the teacher who produces the educated masses of the world.

 

Moreover, Ikpe (2005) noted that Nigerian teachers must wake up to the challenges ahead and keep abreast of modern trends in the teaching profession. Indeed, teaching involves a behaviour which can be identified and acquired by prospective teachers.

Consequently, Ali (2009) observed that there was statistically significant relationship between teachers’ characteristics and pupil’s academic achievement in many school subjects including Mathematics. He also noted that teachers’ characteristics influenced teaching and learning in classrooms.

Also, the explanations for good or poor academic achievement of pupils in primary schools have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to pupils’ poor achievement in schools.

 

Thus, Ekong identified teachers’ attributes that many positively or negatively affect the learners’ academic achievement to include experience, qualification, attitude, gender and teaching method.

Akinsolu (2010) asserted that availability of qualified teachers determined academic achievement of pupils in schools. Again, teachers involved in in-service training were more effective in classroom as compared to teachers who had not undergone training. He further indicated that teacher’s attitude contributes significantly to pupils’ attention in classrooms whereas Adesoji and Olatunbosun (2008) illustrated those pupils ’attitude was related to teachers’ characteristics. This therefore meant that teachers’ attitude directly affected pupils’ attitude.

 

In addition, on teachers’ personality, Adu and Olatundun (2007) contended that teachers’ characteristics are strong determinants of pupils’ academic achievement in Mathematics as a social science subject.

Scholars and researchers generally are in agreement that school characteristics, which include teacher’s administration, perform a critical role in educational achievement than other characteristics (Patrick, 2005). Therefore, the important role of the teachers in the learning is unquestionable. Thus, teachers have a lot of influence on their classroom practices. This study therefore sought to investigate the influence of teachers’ characteristics on pupils’ academic achievement in primary school Mathematics in Nsit Atai Local Government Area.

 

TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN PRIMARY MATHEMATICS

1.2    Statement of the Problem

The academic achievement of pupils in Mathematics in various primary schools at both urban and rural areas is on the decline. It is believed that the falling level of academic achievement in Mathematics is attributable to teacher’s characteristics.

Teaching and learning depends to a large extent on teacher’s own knowledge of the content and ability to adequately deliver the instruction to the pupils. It is a known fact that pupil’s academic achievement largely depends on the quality of their primary school teachers.

Literature has shown that a lot of teachers’ variables may inhibit or hinder effective dissemination of knowledge to the understanding of the contents by the pupils especially at primary schools. Some of such variables may be lack of qualified teachers, teachers’ qualification, experience, mastery of the subject content, and inadequate use of instructional materials among others. This is because some pupils after their primary education still look for more knowledge to fit into the society.

 

1.3   Purpose of the Study

The general purpose of the study was to examine Teachers’ Characteristics and Pupils’ Academic Achievement in Primary Mathematics in public primary schools in Nsit Atai Local Government Area. Specifically, the study sought to:

  1. Examine the influence of teachers’ qualification on pupils’ academic achievement in Mathematics in primary schools.
  2. Assess the effect of teacher’s teaching experience on pupils’ academic achievement in Mathematics in primary schools.
  3. Examine how teachers’ gender influences academic achievement of pupils in Mathematics in primary schools.

 

1.4    Significance of the Study

The result of this study would be useful in the following ways:

  • Firstly, it would provide useful information to teachers, educational administrators and policy makers on matters that will enhance better academic achievement in Mathematics in primary schools.
  • This study will help government to encourage teachers by providing good working condition for them while in the service; as this will improve punctuality, regularity for teachers and hence influence pupil’s academic achievement.

 

  • Furthermore, through this study, teachers would be encouraged to make effort towards improving their techniques of teaching Mathematics in primary schools.
  • Through this study, the government would organize in-service training programmes to teachers to up-grade their qualifications.
  • Finally, this study will serve as an index for future pupils and researcher yet unborn.

 

1.5    Research Questions

  1. To what extent does teachers’ qualification influence pupils’ academic achievement in Mathematics in primary schools?
  2. How does teachers teaching experience influence pupils’ academic achievement in Mathematics in primary schools?
  3. To what extent does teachers’ gender influence academic achievement of pupils in Mathematics in primary schools?

 

1.6    Research Hypotheses

  1. There is no significant difference between teachers’ qualification and pupils’ academic achievement in Mathematics.
  2. There is no significant difference between teachers’ teaching experience and pupils’ academic achievement in Mathematics.
  3. There is no significant difference between teachers’ gender and academic achievement of pupils in Mathematics.

 

1.7    Limitation of the Study

In writing a research work of this nature, certain constraints are bound to occur, some of these include:

  1. Inadequate time and this hindered the research work from having a wider scope.
  2. Finance constraint exerted a felt influence on the study because the researcher found it tough to cover the study.
  3. The researcher also faced challenges like inability to reach out for enough empirical materials since it was carried out along side with other academic works.

 

1.9    Definition of Terms

Teachers’ Characteristics: In brief, this refers to all the typical qualities and features that make a teacher like academic qualification, gender, specialization, communication skills and experience.

Academic Achievement: In brief, this is pupil’s achievement scores in a course of study, represented in figures or letter grades.

Teacher Qualification: In brief, this refers to the academic attainment of the teacher.

Gender: In brief, this is the classification of individual into male and female.   

Teachers Teaching Experience: In brief, this is the experience a teacher got based on the number of years in the teaching field.

 

Conclusion    

The study vividly showed that teachers’ characteristics such as teacher’s qualification, teacher’s teaching experience and teacher’s gender are some factors that influence pupil’s academic achievement in Mathematics in primary schools in Nsit Atai Local Government Area.

 

As such, teachers teaching primary schools should shrine for better qualification so as to aid their learners have interest in learning which will in turn influence their academic achievement in Mathematics in primary schools.

Based on the objectives and findings of the study, the following conclusions were drawn:

  1. There is a significant difference between teachers’ qualification and pupils’ academic achievement in Mathematics.
  2. There is a significant difference between teachers’ teaching experience and pupils’ academic achievement in Mathematics.
  3. There is a significant difference between teachers’ gender and academic achievement of pupils in Mathematics.

Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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