ABSTRACT

This study investigated teachers and students’ factors as correlates of secondary school students’ achievement in Mathematics in AkwaIbom State. The teacher variables considered were qualification and years of experience, while student’s variables considered were study habit andattitude. This study wasguided by four specific purposes, the researcher formulated four research questions and four hypotheses. A sample of four hundred and sixty three(463) SS II students and fifty-two (52) SS II teachers were selected. Twenty-five public secondary schools in IkotEkpeneLGA of AkwaIbom State were used for the research. Correlational research design was adopted for the study. Four validated researcher-made instruments titled:Study Habit Inventory (SHI), Mathematics Achievement Test (MAT), Questionnaire on Attitude Toward Mathematics (QATM), and Mathematics Teachers Questionnaire on Qualification and Years of Experience (MTQYE) were used for data collection. Research questions were answered using Pearson Product-moment correlation coefficient while Single and multiple regression statistical technique using Analysis of covariance (ANOVA) were used in testing the hypotheses at .05 level of significance. Findings showed that teachers’ qualification, years of experience, student’s study habit and student’s attitude towards mathematics had positive influence on student’s mathematics academic achievement, teachers’years of experience and student’s study habit significantly influencedstudent’s academic achievementin mathematics. Recommendations were made in line with the study outcome which include that schools should employ the services of qualified and well experienced mathematics teachers. Students should develop good study habit which will help them have a firm belief in themselves and adopt positive attitude towards mathematics to increase their academic achievement in mathematics; Teachers with higher qualifications and years of experience 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 and experiences to what they already have.