Teacher Qualities And School Factors As Correlates Of Academic Performance Of Secondary School Students In Mathematics In Ekiti State, Nigeria
Keywords:
year of establishment, urban and rural specialists and nonspecialists, school factor, Teacher qualityAbstract
This study aimed at investigating the effects of teacher qualities and school factors
on the academic performance of secondary school students in mathematics. A
purposive random sampling technique was used to select 150 teachers from 75
secondary schools in Ekiti State. May/June, 2011 WAEC result and a constructed
questionnaire were used to obtain information on these factors. Three hypotheses
were raised and tested at 0.05 level of significant using a t-test statistical analysis.
The results showed a no significant different in the academic performance of
students in mathematics from either urban or rural areas. And from those schools
established before 1980 and those after 1980; the results were the same for those
taught by mathematics teacher specialists and the non-specialist. These results
showed that students in the rural areas performed likely as those in urban areas,
and those taught by the non-specialist were at par with those taught by specialist
and that year of establishment of a school did not have much effect on the students
academic performance. Government is therefore advised to make facilities
available for all schools irrespective of their location or year of establishment.
Workshops, seminars and conferences should be organized for all mathematics
teachers without using any selective approach.
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