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

Abstract 
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.

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