TEACHERS PERSONALITY TRAITS AND STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS

TEACHERS PERSONALITY TRAITS AND STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

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     Research Questions

1.5     Significance of the Study

1.7     Delimitation of the Study

1.8     Limitation of the Study

1.9     Operational Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

­­­­CHAPTER THREE –        RESEARCH METHODOLOGY

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     Administration of the Instrument

3.8     Scoring 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

Personality trait can simply be said to be distinct qualities that are the embodiment of an individual. They are regarded as ones habitual patterns of behavior temperament and emotion personality traits are a household name among people but few know exactly what it is certainly true that it is challenging to put human personality which Goeth (2023) called the greatest happiness for people of the earth into scientific terms.

Personality trait determine a couple of important characteristics and how people associate/interact with others personality can be measure as a set of times usually questions about attitude, behavior and feeling to which the subject have to respond by agreeing or disagreeing with that question or assertions (Kline, 2011).

In 2008 personality psychology became a cardinal discipline in the social sciences. During that time many separate line of acquiring came together for the field (Allport, 2010). Lieuin (2019) described the following as the component of personality which are habits, attitude, interest, values, principles and mental capacity or intelligence.

Academic performance/achievement is a major issue among students, teachers, parents, school administrators and the Nigerian society at large. Attempts have been made by researchers to unravel the complexities and intricacies surrounding academic performance psychologist have put forward a lot of reasons why these disparities in academic performance exist among students (Lewin, 2019).

TEACHERS PERSONALITY TRAITS AND STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS

A lot of attention had been paid to extended factors such as types of schools, teaching methods, school location, instructional materials, teachers experience amongst others factors (WACE, 2012). Many spend lot of money on quality education by securing good schools either for their children or themselves and those who can afford it even invest on education abroad. Thus, as they believe this will improve academic performances and which in turn gives an added advantage in terms of securing gainful employment.

Opinions differ as why some students excel academically while others appear to be under-achieves. Many psychologists have consistently attempted to identify the major predictors of individual academic performance or achievement. Teachers personality traits and students academic achievement in secondary school mathematics.

Factors such as intelligence, self concept, gender, study habit, maturation, home background, knowledge, attitude amongst others just to mention but a few have being for academic performance. Other factors that have been studied in the past include child rearing pattern peer group influence, socio-economic background and learning environment. Another major factor that is believed to be responsible for academic performance or achievement is teachers’ personality traits (Ladele, 2013).

Moreover, Ladele (2013) stated that algebra is one of the areas in mathematics which students found it difficult to pass.  Many students supported the notion that teachers who fought the subject that they had previously studied in depth are particularly effective (Olisana and Egho, 2011).

Algebra which is one of the area in mathematics which student found difficult to pass (Ladele, 2013) many studies supported the notion that teachers who taught the subject that they had previously studied in-depth are particularly effective (Olisama and Egho, 2011). There is therefore strong indication that there is high correlation between teachers’ content knowledge and student performance in mathematics in general and Algebra in particular.

Several studies reported that teacher content knowledge influences students’ performance in mathematics (Wayne and Young, 2014). In another study, Riodejaneiro (2019) found a positive relationship between mathematics class of the student and teachers content knowledge.

Recently, the Nigerian secondary school student’s mathematics performance still remains poor. Moreover, it appears that the implemented curriculum: National Council Teacher of Mathematics (NCTM) (2000). There is need to examine the content knowledge of the teacher vis-à-vis the student performance in Algebra. Another important variable that can affect student performance in mathematics is pedagogy.

The purpose of this study was to encourage aspiring mathematics teachers to embrace the idea of studying mathematics in-depth in tertiary institution. As well as encourage them to be vast in problems solving techniques and other pedagogies that will bring about effective learning of algebra in secondary schools. It will also encourage in-services teachers to attend conference and workshops or short courses or apply for a part-time study in mathematics if need to be; to enhance the teaching pedagogy. Therefore, it was based on the above that this study was conducted to examine teachers personality traits and students academic achievement in secondary school mathematics.

 1.2    Statement of the Problem

The phenomenon of poor external result in mathematics among Nigerian students especially in mathematics and their inability to understand most of the concepts embedded in the curriculum has become a course of many to successive government and major stakeholders in the education sector in the country (Ukpale, 2008).

Over the years the majority of students that sat for the May/June, West African Examination Council (WEAC) and National Examination Council (NECO) have been recording mass failure, not only in the area of overall performance but in key subject of Mathematics, Chemistry, Physics, etc.

Moreover, in 2012, the percentage of students who passed WEAC with credit in mathematics was below 50% (Okpala, 2013). The same poor performance ratio (50%) were equally recorded by students in the subsequent years of 2015, 2016 and 2017.  Thus, this ugly trend may have instigated the current worry among stakeholders on the factors responsible for the poor performance of students.

Several scholars have investigated the influence of teachers’ personality trait on academic performance of student in mathematics. Therefore, this study seeks to examine teachers personality traits and students academic achievement in secondary school mathematics.

1.3    Purpose of the Study

The major aim of the study is to examine teachers personality traits and students academic achievement in secondary school mathematics. Specifically, the objectives of the study include:

1. To examine the influence of teachers’ self-concept on the academic performance of secondary school students in mathematics
2. To examine the influence of teacher’s attitude on academic performance of secondary school students in Mathematics.
3. To find out the influence of teacher’s knowledge of subject matter on academic performance of secondary school students in Mathematics.

1.4    Research Questions

The following research questions were formulated for the study:

1. What is the influence teachers self concept on academic performance of secondary school students in mathematics?
2. What is the influence of teacher attitude on academic performance of secondary school students in mathematics?
3. To what extent does teachers’ knowledge of subject matter influence students’ academic performance in mathematics?

1.5    Significance of the Study

The study will be of significant in the following ways:

1. Firstly, it will help mathematics teachers come to terms and understand those personality traits that influence academic performance of students learning of mathematics in secondary schools.
2. Secondly, it will provide data-base for future researchers in the field of mathematics, science and related discipline. Teachers personality traits and students academic achievement in secondary school mathematics.
3. Thirdly, it will enable government to re-strategize towards ensuring meaning research and conference are held to sensitize teachers on teachers’ personality.
4. It will also enable students to know how best they can learn irrespective of the teacher teaching them.

Operational Definition of Terms

Teachers’ Personality Trait: Personality is a blend of internal as well as external traits acquired by a teacher over a period of time. It grows continuously and can be developed over a period of time.

Academic Achievement: This refers to the scoring or exhibited ability of students in school test, examination and other related activities in the school.

Students: As used in this study refers to as group of learners in both the secondary schools and at the higher institution of learning.

Secondary School: This refers to a school or learning environment responsible for the training of students from 10 to 18 years of age.

Conclusion

From the results above the study concluded that there exist a great influence of teachers’ self-concept, teachers’ attitude in the subject and teachers’ knowledge of subject matter on students’ academic performance in mathematics in secondary schools.

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Ikemesit Akpan is my name. I am a Nigerian author. I work with projectboss.com.ng. I’m a researcher and a writer of academic research.

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