Teachers’ Characteristics and Pupils’ Academic Performance in Mathematics
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teachers have been known to have important influence on pupils’ academic achievement and influence on pupils’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating educational policies and principles into actions based on practice during interaction with the pupils (Afe, 2010). Both teaching and learning depend on teachers, no wonder teachers’ mastery of subject with good character has been conceptualized as one who produce desire results in the course of his/her duty as a teacher (Afe, 2010).
The teachers qualification, teachers teaching experience, teachers’ communication skill and their dedication are therefore important aspects to consider if pupils have to perform well (Duyilemi and Duyilemi, 2002).
Sanders (2008) suggestion of the effectiveness of individual classroom teacher influence on pupils’ academic achievement is therefore wanting. The idea is supported by fact that no pupil would perform behold the quality of their teachers (Duyilemi and Duyilemi, 2002).
Sanders (2008) believed that more can be done to improve education standards by improving effectiveness of the classroom teacher. This explains why Alexander (2005) argued that high qualified teachers produce much competent learners than less qualified teachers.
Oleleyo (2011) observed that teacher characteristics influence teaching and learning of pupils in classrooms. He further suggested that there is a relationship between teacher characteristics that included of teachers knowledge of the subject there communication abilities, the teacher interest in the job, emotion and stability of the teacher as effected pupils academic performance in school.
In India, a research done on influence on pupils’ performance by primary science research council (P. S. R. C) of the global poverty research group suggested that characteristics of subject teachers are related to pupils’ marks across the subject. A similar case in Nigeria on teachers’ effectiveness and pupils’ academic performance in public primary school suggesting that teacher as the main determinacy of the end of test results as not true.
Teachers’ Characteristics and Pupils’ Academic Performance in Mathematics
Gregory-Greenleaf (2008) for good or poor pupils’ academic performance has been quiet enhancive yet controversial exist s to what contribute single or jointly to poor pupil performance. This has left the gap for further research on what influence is the teachers’ characteristics on pupil’s academic performance in mathematics in primary school in Mkpat Enin Local Government Area of Akwa Ibom State.
1.2 Statement of the Problem
Considering governments’ huge investment in public education, its output in terms of quality of pupils has been observed to be unequal with government expenditure. Consequent upon the observed deterioration in the academic achievement, behaviour and values of primary school pupils in public primary schools one wonders if the high failure rates and the failure of the pupils especially in the external examinations not a reflect of the instructional quality in the schools.
Therefore, the ineffectiveness of teachers in the classroom interaction and unqualified/lack of mastery of his/her subject matter with the pupils could be responsible for the observed poor performance/achievement of pupils in primary mathematics and the widely acclaimed fallen standard of education in Nigerian.
In light of this, the main problem of this research is to find out if there exist in a relationship between teachers’’ characteristics and academic performance in mathematics and primary school in Mkpat Enin Local Government Area.
1.3 Purpose of the Study
The purpose of the study is to examine how the teachers’ characteristics influence pupils’ academic performance in Mathematics in primary school in Mkpat Enin Local Government Area. Specifically, the study seeks to;
- Find out how teachers’ qualification influences pupils’ academic performance in mathematics in primary school.
- Examine the influence of teachers’ teaching experience on pupil’s academic performance in mathematics in primary school.
- Determine the influence of teachers’ communication skills on pupils’ academic performance in mathematics in primary school.
1.4 Research Questions
Based on the specific objectives of the study, the following research questions were asked to direct the study;
- How does teachers’ qualification influence pupils’ academic performance in mathematics in primary school?
- To what extent does teachers’ teaching experience influence pupils’ academic performance in mathematics in primary school?
- How teachers’ communication skills influence pupils’ academic performance in mathematics in primary school?
1.5 Research Hypothesis
Based on the above stated objectives of the study, the following research hypotheses were formulated to guide the study;
- There is no significant influence of teachers’ qualification on pupils’ academic performance in mathematics in primary school.
- There is no significant influence of teachers’ teaching experience on pupils’ academic performance in mathematics in primary school.
- There is no significant influence of teachers’ communication skills on pupils academic in mathematics in primary school.