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EFFECT OF
TEACHERS, QUALIFICATION ON THE ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND OF THE STUDY
Mathematics
is defined as the way of reasoning that promotes the habit of accuracy, logical
systematic and orderly arrangement. Mathematics also provides us with powerful
theoretical and computational techniques to advance our understanding of modern
world and societal problems and to develop and manage the technology industries
that are the backbones of our economy.
Quality
education is a concern and challenge to all nations of the world. This is due
to the rapidly changing technology and job demands that have forced the focus
of education to oscillate. Today, we live and work in era dominated by
computers, world – wide communication and a global economy.
A teaching
qualification is one of a number of academic and professional degrees that
enables a person to become a registered teacher in a primary or secondary
school. Such qualification includes, but is not limited to the Postgraduates
Certificate in Education (PGCE), the professional Graduates Diploma in
education (PGDE), the Bachelor of Education and National Certificate of
Education (NCE).
Primary
education is the first stage of compulsory education. It is preceded by
pre-school or nursery education and is followed by Secondary education. In most
countries, it is compulsory for children to receive primary education although
it is permissible for parents to provide it .The major goals of primary
education are achieving basic literacy and numeracy among all pupils, as well
as establishing foundations in science, mathematics, geography, history and
other social sciences.
Typically,
primary education is provided in school where the child will stay in steadily
advancing classes until they complete it and move on to high school/secondary
school. Children are usually placed in classes with one teacher who will be
primarily responsible for their education and welfare for that year .The
continuity with a single teacher and the opportunity to build up as close
relationship with the opportunity to build up a close relationship with the
class is a notable features of the primary education system.
In most
schools, teaching of mathematics is, handled by those that have only a
supplementary training in mathematics e.g. graduates of physics, chemistry,
biology, and even economics. The need to improve students’ achievement in
mathematics is extremely critical.However; students’ performance in mathematics
depends on a complex interplay of factors both within and outside the
classroom. These factors range from teacher qualification to the professional
development the teachers have received to support their teaching, to student
socio-economic backgrounds and to the teaching practices the teachers use to
accomplish their professional practice.
For many
years, educators and researchers have debated which school variable influence
student achievement (Darling 2000).Ferguson(1991) concluded from his research
in Texas ,’’Good teachers have distinguishable impacts on students examination
scores’’(p.465).Sander (1998) found that the ‘’single factor affecting academic
growth of populations of students is differences in effectiveness of individual
classroom teachers’’(p.27).
Examining
relationships between teachers certification, college/graduate school year,
years of experience and student achievement in mathematics may help teachers
and school administrators gain better insights to students performance.
According to the Alabama teacher equity plan (2006), well prepared teacher is
the critical ingredient in student learning.
The No child
left Behind Act (NCLB) of 2001 requires that all teachers in core academic
subjects be highly qualified. NLCB stipulates that to be considered highly
qualified, teachers must demonstrate that they have sufficient subject – matter
knowledge and teaching skills to be effective teachers. Specifically, highly
qualified teachers must: -
1. Have obtained full state certification
as a teacher passed the state teacher licensing examination and hold a license
to teach.
2. Have demonstrated subject matter
competency in each of the academics subjects he or she teaches, and
3. Hold a minimum of a
bachelor’s degree. Ontario’s Education Minister, Jante Ecker (1999), indicated
that governments must require teachers to have sufficient skills and knowledge
in order maintain teacher certifications and to provide the highest level of
education students.
1.1 STATEMENT OF THE PROBLEM
The
background knowledge of rudiments in mathematics can never be over-emphasized.
The instructor (teacher) of mathematics at the lowest level education (primary
school) must be qualified since this stands to be the foundation on which “all”
is built. If the foundation is weak, it will be difficult to build on it. The teachers
at secondary school level try there best but to no avail. Why? It’s because
they’re building on “nothing” and weak foundation. Phobia and negative
attitudes towards learning mathematics could be erected right from there
depending on the quality of the teacher that first introduced the “innocent”
students to the subject.
This
alarming situation and the need to improve students learning and achievement in
mathematics in Nigeria point to the need to investigation the effect of
teacher’s qualification on the academics performance of students in Mathematics
in primary schools.
1.2 SIGNIFICANCE OF THE STUDY
The purpose
of the study is to determine the relationship between student’s performance and
teacher’s qualification and the extent to which they predict student’s
achievement in mathematics in Yewa South Local Government Area of Ogun State.
1.3 SCOPE OF THE STUDY
The
researcher work will be relying mainly on the information collected from class
teachers in some selected primary schools in Yewa South Local Government. The
schools are:-
1. St. Paul
Anglican School Owode Yewa
2. Yewa
South Local Government Awuko Alagbon
3. Community
Primary School Owode Yewa.
4. Peto Nursery/Primary School Owode Yewa.
5. Great Grace Children School.
6. Best Legacy Nursery/Primary School Owode
Yewa.
7. Holy Child Nursery/Primary School Owode
Yewa.
1.4 METHODOLOGY OF THE STUDY
The method
of data collection is through self report questionnaire called Mathematics
Teaching opinionate scale (Matos). The instrument will be divided into three
sections that collect information concerning teachers’ background
(qualifications, subject major and years of experience); Data about students’
performance in mathematics will be collected from mathematics test. The
mathematics test will consist of 1 paper that will test students’ knowledge of
basic mathematical skills on fraction and decimals, rounding off numbers to given
decimal places, percentages, ratio, proportions and rates.
1.5 LIMITATIONS OF THE STUDY
The research
work is limited only to Yewa South Local Government area of Ogun state. Schools
were randomly selected and data collected based on the student performance in
Mathematical test, teachers’ qualification, subject major and years of
experience.
1.6 RESEARCH QUESTIONS
1. The purpose of this study is to evaluate
whether or not there is significant difference in teacher qualification that
might predict the academic performance of primary school pupils in the
mathematics test. This study will investigate the following research questions;
a. To what extent do student scores on math
test differ according to the teacher’s subject major?
b. To what extent do student scores on math
test differ according to the type of teacher fraction?
c. To what extent do student scores on math
test differ according to the teacher’s total number of years of teaching
mathematics in primary school?
d. To what extent do student scores on the
math test differ according to the teacher’s number of mathematics period per
week?
1.7 RESEARCH HYPOTHESIS
i. There is no statistically significant
relationship between students’ performance in mathematics and teachers
qualification.
ii. There is no statistically significant
relationship between students’ performance in mathematics and teachers’ subject
major.
iii. There
is no statistically significant relationship between students’ performance in
mathematics and teachers’ years of experience.
1.8 DEFINITION OF TERMS
1. Student academic performance:
Refers to the display of knowledge attained or skilled developed in school
subject designated by test and examination scores or marks assigned by the
subject teacher to the students. This shows a valued judgment placed on various
means of evaluation of teaching-learning.
2. Mathematics: Is a very
desirable tool virtually all spheres of human endeavors be it science,
engineering, industry, technology, and even the arts it is a key subject in the
school curriculum and is considered a knowledge that is indispensable to an
educated person
3. Mathematics Test: This is a
criterion test which includes varieties of questions. The questions require
pupils to choose out of four options and individual pupils are scored into 4
levels.
4. Teachers’ qualification: -
Research shows that mathematics teachers quality is unevenly distributed in
schools and students with the greatest needs tend to have access to the least
qualified and least effective teachers (Peske and Haycock 2006)
5. Subject Major: - Area of
concentration of individual teacher.
Teaching
Experience: - Teachers will be categorized according to whether or not they had
more than five years of teaching experience mathematics. Peske and Haycock
(2006) said that years of experience and educational background are useful
indicators for measures of teacher quality. Yet while they are associated with
characteristics, they do not guarantee success in student’s academics
performance
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