Teachers Characteristics and Academic Performance of Preprimary School Pupils in Mathematics
Teachers Characteristics and Academic Performance of Preprimary School Pupils in Mathematics
ABSTRACT
The study examined teachers’ characteristics and academic performance of pre-primary school pupils in Mathematics in Nsit Atai Local Government Area. The population for the study was all the pre-primary school pupils in Nsit Atai Local Education Authority in the 2016/2017 academic year which number stood at eight hundred and twenty eight (828).
Simple random sampling technique was used to select one hundred (100) pupils. Three null hypotheses were formulated to guide the study. Mathematics Achievement Test (MAT) and a structured questionnaire was used as an instrument for data collection. The data collected were analyzed using independent t-test statistics.
The findings revealed that pupils taught by university degree teachers, pupils with adequate instructional materials and pupils taught by teachers with many years of teaching experience performed significantly better than their counterparts taught by NCE teachers, without instructional materials and less years of teaching experience respective in pre-primary schools in Mathematics in Nsit Atai Local Government Area.
Based on the outcome of the statistical analysis, the null hypotheses were rejected. It was therefore recommended among others that teachers with higher academic qualification should be employed to teach in Early Childhood Education centres as this will ensure higher academic content in the teacher for effective knowledge transfer to learners.
It was then concluded that pupils taught by university degree teachers, pupils taught with adequate instructional materials and pupils taught by teachers with many years of teaching experience performed significantly better than their counterparts taught by NCE teachers, without instructional materials and less years of teaching experience respectively in pre-primary schools in Mathematics in Nsit Atai Local Government Area.
Teachers Characteristics and Academic Performance of Preprimary School Pupils in Mathematics
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Limitation of the Study
1.8 Delimitation of the Study
1.9 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The Concept of Teachers’ characteristics
2.2 Teachers’ Qualification and academic performance of Pupils in Mathematics
2.3 Teachers’ Use of Instructional Materials and academic performance of Pupils in Mathematics
2.4 Teachers’ Years of Teaching Experience and Academic Performance of Pupils in Mathematics
2.5 Summary of Literature Review
CHAPTER THREE: METHODOLOGY
3.1 Area of the Study
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument
3.6 Validation of Instrument
3.7 Reliability of the Instrument
3.8 Administration of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1 Data Analysis and Results
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestions for Further Studies
References
Appendices
Teachers Characteristics and Academic Performance of Preprimary School Pupils in Mathematics
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
It is an incontestable fact that the success of any instructional process in school lies in the hands of the teachers who are the implementers of the curriculum contents of any subject or discipline. Therefore, the role, behaviour and attitude of teachers toward the teaching of any school subject have a lot of academic consequences on the learners.
However, there are prescribed rules of conducts in Nigeria which those is the teaching profession are expected to adhere strictly to and organize their behavioural dispositions around those values (FRN, 2013). The school as an institution of the society cannot function effectively without individuals imbued with the pre-requisite social responsibilities needed to lubricate the system.
Odunsi (2008) added that what transpires in the school and indeed the classroom are determined by the teacher who has the most direct, close and determining influence on the learners. The author further maintained that teachers have to be trained and exposed to the principles that would guide their future actions. This is because, the way and individual behaves tends to be consistent with his/her own beliefs.
It is essential that would be educators purge themselves of all negative characters as they get into the school system to enable them work with colleagues and pupils in the school. This must be given serious attention if high academic performance by pupils is to be fully achieved.
It has therefore become necessary to examine teachers’ characteristics and academic performance of pre-primary school pupils in mathematics in Nsit Atai Local Government Area. However, this presents an area for investigation.
1.2 Statement of the Problem
The issue of poor academic performance of pre-primary school pupils especially in mathematics has attracted serious criticisms by many patriotic citizens of our society. However, pupils academic performance in the subject have been faced with series of challenges such as large class size, location of the school, poor attitude towards the subject and parental background.
These among others have accounted for the dwindling nature of pre-primary school pupils’ performance in the subject. Measures to remedy this unpleasant situation have long been proffered by researchers and scholars, yet the poor performance of pupils in the subject has become a recurring feature in examinations.
Moreover, there is no doubt therefore that apart from the aforementioned factors, teachers’ characteristics could also contribute to pupils’ poor performance in mathematics. It is as a result of the above reasons that the researcher is motivated to conduct a study on teachers’ characteristics and academic performance of pre-primary school pupils in mathematics in Nsit Atai Local Government Area.
1.3 Purpose of the Study
The main purpose of this study was to examine teachers’ characteristics and academic performance of pre-primary school pupils in Mathematics in Nsit Atai Local Government Area.
Specifically, the study sought to:
(i) Examine the difference in academic performance in Mathematics between pupils taught by NCE graduates and their university degree holders’ counterparts.
(ii) Assess the difference in academic performance in mathematic between pupils taught with instructional materials and their counterparts taught without instructional materials.
(iii) Find out the difference in academic performance in Mathematics between pupils taught by teachers with many years of teaching experience and their counterparts taught by teachers with less years of teaching experience.
1.4 Significance of the study
– It will enlighten pre-primary school teachers on the need to further education.
– The study will reveal if teachers’ characteristics in general affect the academic performance of pre-primary school pupils.
– It will guide and direct teachers to inculcate good characteristics which they suppose to be model for their pupils.
– The study will also direct the teachers; create awareness to their pupils on the need to develop good and positive learning habits.
– It will throw more light on the quality of teachers employed in pre-primary schools.
– Lastly, the study will serve as a reference manual for further researchers on similar or related topics.
1.5 Research Questions
The following research questions were formulated to guide the study:
(i) What difference exists in the academic performance in Mathematics between pupils taught by NCE graduates and their university degree holders’ counterparts?
(ii) What difference exists in the academic performance in mathematic between pupils taught with instructional materials and their counterparts taught without instructional materials?
(iii) What difference exists in the academic performance in Mathematics between pupils taught by teachers with many years of teaching experience and their counterparts taught by teachers with less years of teaching experience?
1.6 Research Hypotheses
The following research hypotheses were formulated in the course of this study.
(i) There is no significant difference in the academic performance in Mathematics between pupils taught by NCE graduates and their university degree holders’ counterparts.
(ii) There is no significant difference in the academic performance in mathematic between pupils taught with instructional materials and their counterparts taught without instructional materials.
(iii) There is no significant difference in the academic performance in Mathematics between pupils taught by teachers with many years of teaching experience and their counterparts taught by teachers with less years of teaching experience.
1.7 Limitations of the Study
In the course of carrying out this research, the researcher faced certain problems which threatened the success of this investigation, these were:
(i) Inadequate Funds: The lean financial resources at the disposal of the researcher affected the execution of the study to a wider extent.
(ii) Time frame: The time allocated for the completion of the project was too short and this posed a serious stress on the researcher.
(iii) Inadequate research materials: Research materials for the review of related literature regarding the topic were grossly inadequate and this affected the timely completion of the research work.
1.8 Delimitation of the Study
The study was delimited to teachers’ characteristics and academic performance of pre-primary school pupils in mathematics in Nsit Atai Local Government Area and did not extend beyond the scope to other Local Government Areas and Schools.
1.9 Definition of Terms
The following terms used in the study were defined by the researcher as follows:
Teachers’ characteristics: These are those essential factors or attribute which determine the extent to which the teacher can perform his duties in the classroom.
Teachers’ Qualification: This is a certificate obtained that ascertains that someone is trained and qualified for teaching and employment.
Instructional Materials: These are all the educational resources or materials like visual, audio and audio-visuals that teachers bring to the classroom or any learning environment which make learning concrete and stimulate pupils’ attention, interest and make pupils participate fully in the lesson.
Experience: This is the knowledge and skill that someone has gained through doing something for a period of time.
Academic Performance of pupils: This refers to the performance of pupils on taught lessons as determine by their test and examination.
