Primary school teachers’ variables as determinant of learners’ mathematics achievement in Oyo State, Nigeria
FAJOBI, Olutoyin Olufunke (PhD)
Department of Educational Foundation,
Faculty of Education, Federal University of Oye-Ekiti, Ekiti State, Nigeria.
E-mail: [email protected]
OSIESI, Mensah Prince
Department of Educational Management and Business Studies,
Faculty of Education, Federal University of Oye-Ekiti, Ekiti State, Nigeria
The study investigated the extent to which primary school teachers’ possesses teacher related variables (lesson preparation and delivery, subject matter mastery, pedagogy, classroom management, instructional materials use, evaluation of learning outcomes, information and communication technology use, gender, years of teaching experience and qualification), and how these variable affects learners’ mathematics achievement in Oyo state, Nigeria. The ex-post facto research type was adopted in which a total of 93 teachers were simple randomly selected and pupils of primary 4 were purposively selected. Two valid and reliable research instruments were used to generate data for the study: the Basic Education Teachers’ Needs-Assessment Instrument (r = 0.77 and the Mathematics Achievement Test (r = 0.83). Data were analysed using descriptive (mean and standard deviation) and inferential statistics (Multiple regression analysis) at 0.05 level of significance. Teacher in Oyo state primary schools, possesses the teaching variables in moderate extent (mean score = 10.94); also, teacher qualification (β = -.227, t = -2.280), teacher mastery of subject matter (β = .476, t = 2.500), teacher classroom management skill (β = -.344, t = -2.533), teacher use of instructional material (β = .276, t = 1.860), is statistically significant in determining learners’ achievement in mathematics. It is recommended that mechanisms that will elicit and enhance teachers’ related variables be put in place in order to boost learners’ academic learning outcomes in mathematics.
Keywords: Learners, Mathematics Achievement, Primary School, Teachers’ Variables.
Abu, P.B. and Fabunmi, M. (2005). The relationship among teacher variables and adult learners‟ academic performance. International Journal of African American Studies, IV (1), 12-20.
Adesoji, F.A., and Olatunbosun, S.M. (2008). Student, teacher and school environment factors as determinants of achievement in senior secondary school chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1/2, 13-34.
Adeyemi, T. O. (2008). Teachers‟ teaching experience and students‟ learning outcomes in Secondary schools in Ondo State, Nigeria. Asian Journal of Information Technology, 7(5), 201-209.
Afrassa, T.H., and Peeves, J. P. (1999). Student level factors that influence mathematics Achievement of Austrian students: A path analysis with comparism over time. Paper Presented at arrival conference of AARE Mellusine, 27.
Akinsolu, A.O. (2010). Teachers and students‟ academic performance in Nigerian secondary Schools: Implications for planning. Florida Journal of Educational Administration and Policy, 3(2), 86-103.
Akinwunmi, F.S. and A.O Odunsi. (2008). Impact of environmental management on students‟ quality output in Nigerian secondary schools. Journal of International Social Research, 1(5): 752-762.
Akpakwu, S. O. (2004). Management of Classroom towards a successful Universal Basic Science Education Scheme. In the Nigerian Academic Forum. A multidisciplinary Journal 4(2) 16 –20.
Akpo, S.E. (2012). The impact of teacher-related variables on students‟ junior secondary Certificate mathematics results in Namibia, Ph.D Thesis, University of South Africa, School of Education.
Ayodele, J.B., and Ige, M.A. (2012). Teachers‟ utilization as correlate of students‟ academic performance in senior secondary schools in Ondo State, Nigeria. European Journal of Educational Studies, 4(2), 281-287.
Ball D., Thames M., and Phelps G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, Washington DC: Sage Publications, v. 59, n. 5, p. 389-407.
Bassey S.W., Ndiyo N. A. and Joshua M. T (2010). The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences. Vol 8, 101-112.
Bressoux, P., Kramarz, F., and Prost, C. (2008). Teachers‟ training, class size and students‟ Outcomes: Learning from administrative forecasting mistakes. Institute for the study of Labour, Discussion paper No. 3871.
Chetty R., Friedman J.N and Rockoff J.E (2014). Measuring the impacts of teachers II: teacher value-added and student outcomes in adulthood. Am Econ Rev 104(9):2633–2679.
Chhinh, S., and Tabata, Y. (2003). Teacher factors and mathematics achievement of Cambodian Urban primary school pupils. Journal of International Development and Cooperation, 9(2), 29-41.
Chudgar A. & Sankar V. (2008). The relationship between teacher gender and student achievement: evidence from five Indian states, Compare: A Journal of Comparative and International Education, 38:5, 627-642, DOI: 10.1080/03057920802351465.
Cushman, P. (2008). So what exactly do you want? What principals mean when they say “male role model'? Gender and Education, 20(2), 123-136.
Dahal B. (2019). Formative Assessment and Achievement of Mathematics Students in Community Schools of Nepal. Social Inquiry: Journal of Social Science Research, Vol. 1, No. 1, pp. 75-93.
Daso, P.O. (2013). Teacher variables and senior secondary students‟ achievement in Mathematics in Rivers State, Nigeria. European Scientific Journal, 9 (10), 271-289.
Eggan, P. and Kauchak D. (2001). Educational Psychology 5th Edition. New York: Prentice Hall.
Eraikhuemen, L. (2003). The influence of Gender and School location on Students’ academic Achievement in Senior Secondary School Mathematics. Ife Journal of Theory and Research in Education. 7(2), 99-112.
Ewetan T. O and Ewetan O. O (2015). Teachers’ Teaching Experience and Academic Performance in Mathematics and English Language in Public Secondary Schools in Ogun State, Nigeria. International Journal of Humanities Social Sciences and Education (IJHSSE). Volume 2, Issue 2, PP 123-134.
Ewetan, O. O. (2010). Influence of teachers‟ teaching experience and school facilities on the academic performance of senior secondary school students in Ado-Odo/Ota and Ifo Local Government Areas of Ogun State. M.ED Research Project, Lagos State University, Department of Educational Management.
Federal Republic of Nigeria (2004). National policy on education. Lagos: NERDC press.
Genc, E., & Ogan-Bekiroglu, F. (2006). Patterns in teaching styles of science teachers in Florida and factors influencing their preferences. Retrieved from http://files.eric.ed.gov/fulltext/ED490781.pdf.
Gibbs, N. (2012). Record numbers of men teaching in primary schools but more still needed. Retrieved from https://www.gov.uk/government/news/record-numbers-of-men-teaching-in-primary-schools-but-more-still-needed.
Goldhaber, D. D., and Brewer, D. J. (2000) “Does Teacher Certification Matter? High school Teacher Certification Status and Student Achievement” Educational Evaluation and Policy Analysis, 22(2):129-145.
Hill H., Ball D. and Schilling S. (2008). Unpacking pedagogical content knowledge, conceptualizing and measuring teachers' topic specific knowledge of students. Journal for Research in Mathematics Education, Reston: NCTM, v. 39, n. 4, p. 327-400.
Idris, A. (2008). Human Resources and Use of Materials in Classroom Situations; University of Ilorin: Ilorin, Nigeria.
Luna C.A and Aclan E.G (2015). The Influence of Teachers’ Mathematics Pedagogy Content Knowledge Training on Pupils’ Mathematics Achievement. American Journal of Educational Research. Vol. 3, No. 10, pp 1311-1314.
McGrath, K., & Sinclair, M. (2013). More male primary-school teachers? Social benefits for boys and girls. Gender and Education, 25(5), 531-547. doi:10.1080/09540253.2013.79634267.
Mills, M., Haase, M., & Charlton, E. (2008, March).Being the “right”kind of male teacher: The disciplining of John. Pedagogy, Culture and Society, 16(1), 71-84.
Niess, M. (2006). “Guest editorial: Preparing teachers to teach mathematics with technology, contemporary issues in technology and teacher education”. http://www.citejournal.org/vol6iss2/mathematics/article.cfm.
Nye B., Konstantopoulos S. and Hedges L.V (2004). How large are teacher effects? Educ Eval Policy Anal 26(3):237–257. In: Blazar D (2015) Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Econ Educ Rev 48 (2015):16–29. www.elsevier.com/locate/econedure. Downloaded 20 Apr 2016.
Odiri, O.E. (2011). The influence of teachers‟ attitude on students‟ learning of Mathematics in Nigerian secondary schools. Journal of Research in Education, 2(1), 15-21. Ogun State Ministry of Education, Science and Technology (2007). Educational Statistics, Abeokuta Statistics Section, pp: 1-54.
Omenka J.E and Otor E.E (2015). Influence of Classroom Management on Students’ Academic Achievement in Science and Mathematics in Oju Local Government Area of Benue State. G.J.I.S.S, Vol.4 (4):36-40.
Osiesi M.P (2016). Evaluation of the Knowledge of Statistics, Teacher and Pupil factors on Pupils Attitude To and Achievement in Mathematics in Osun State. An Unpublished M.Ed Dissertation, submitted to the Institute of Education, University of Ibadan, Nigeria.
Osiesi M.P and Fajobi O. O (2019). Mathematics Teachers’ Quality: A Sine Qua Non For Enhanced Primary Education in Oyo State”. IOSR Journal of Research & Method in Education (IOSR-JRME), Vol. 9, no. 6, 2019, pp.01-06.
Roseline O. B. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Presented at the 2nd Innovative and Creative Education and Teaching International Conference (ICETIC2018), Badajoz, Spain, 20–22 June 2018.
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270-288. doi:10.1111/j.2044-8279.2011.02025.
Spiezia, V. (2010). Does computer use increase educational achievements? Student-level evidence from the OECD PISA survey. OECD Economic Studies (Volume 2010). Retrieve from http://www1.oecd.org/eco/labour/49849896.pdf.
Tucker, S. I. (2015). Three men and a maybe: Identity and privilege in male preservice elementary school teachers. Journal of Men's Studies, 23(1), 3-20. doi:10.1177/106082651456198870.
Wilhelmina V. D., Nicholas A. G. and Nicolette G. (2019). The relation between classroom management and mathematics achievement: A multilevel structural equation model. Wiley Online Library. https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22254.
Wittwer, J. and Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers and Education, 50, 1558-1571.
Yara, P.O., and Surumo, T.N. (2012). Performance indicators of secondary school mathematics in Nyimira south district