ABSTRACT
This study investigated the influence of
teacher variables on the academic performance of pupils in mathematics in Imo
State. The teacher variables considered are gender, qualification, experience,
attitude and teacher-pupil relationship. Guided by five specific purposes, the
researcher formulated five research questions and five hypotheses. A purposive
sample of three hundred and sixty (360) primary six pupils and forty-two (42)
primary six teachers were selected. Twenty-four out of sixty-four (64) public
primary schools in Ikeduru LGA were used for the research. Descriptive survey
research design was adopted for the study. Two validated researcher-made
instruments titled: Teacher Attitude Questionnaire (TAQ) and Teacher-Pupil 6 6
Relationship Questionnaire (TPRQ) with Cronbach-Alpha reliability coefficients
of 0.792 and 0.820 respectively were used for data collection. Also, pupils’
academic performance in mathematics culled from their 2019 Common Entrance
Examination scores were utilised for the study. Research questions were
answered using mean and standard deviation while Analysis of Variance (ANOVA)
was used in testing the hypotheses at .05 level of significance. Findings
showed that teachers’ gender, qualification, experience, attitude and
teacher-pupil relationship have significant influence on the mathematics
academic performance of primary school pupils in Imo State. Recommendations
were made in line with the study outcome which include that teachers as the
vehicle through which knowledge is passed to the pupils, should show more love,
support, care and attention to the pupils in order to promote teacher-pupil
relationship; they should endeavour to garner as much experience as possible
during their service years asit makesthem teach better along their professional
career; Teachers with higher qualifications should be given preference during
engagement while others with lower educational qualifications like NCE and TCII
should be given on-the-job training as they are encouraged to add more
qualifications to what they already have.
SAMUEL, O (2022). Influence Of Teacher Variables On Pupils’ Mathematics Performance In Primary Schools In Imo State. Mouau.afribary.org: Retrieved Dec 24, 2024, from https://repository.mouau.edu.ng/work/view/influence-of-teacher-variables-on-pupils-mathematics-performance-in-primary-schools-in-imo-state-7-2
OGBONNA, SAMUEL. "Influence Of Teacher Variables On Pupils’ Mathematics Performance In Primary Schools In Imo State" Mouau.afribary.org. Mouau.afribary.org, 27 Oct. 2022, https://repository.mouau.edu.ng/work/view/influence-of-teacher-variables-on-pupils-mathematics-performance-in-primary-schools-in-imo-state-7-2. Accessed 24 Dec. 2024.
OGBONNA, SAMUEL. "Influence Of Teacher Variables On Pupils’ Mathematics Performance In Primary Schools In Imo State". Mouau.afribary.org, Mouau.afribary.org, 27 Oct. 2022. Web. 24 Dec. 2024. < https://repository.mouau.edu.ng/work/view/influence-of-teacher-variables-on-pupils-mathematics-performance-in-primary-schools-in-imo-state-7-2 >.
OGBONNA, SAMUEL. "Influence Of Teacher Variables On Pupils’ Mathematics Performance In Primary Schools In Imo State" Mouau.afribary.org (2022). Accessed 24 Dec. 2024. https://repository.mouau.edu.ng/work/view/influence-of-teacher-variables-on-pupils-mathematics-performance-in-primary-schools-in-imo-state-7-2