Effects of Teachers’ Qualification and Competency on Performance in Further Mathematics Among Senior Secondary School Students in Kaduna State, Nigeria
This study examined the Effect of Teachers’ Qualification and Competency on Performance in Further Mathematics among Senior Secondary School Students in Zaria metropolis of Kaduna State, Nigeria. To achieve this therefore, this study adopted a survey research design employing pre-test and post-test separating the sample of the population into experimental and control groups for the purpose of analysis. Four (4) schools out of twenty-three (23) schools were randomly selected as the sample of the study with sample size of seventy-five (75) students using stratified sampling method. Three (3) Hypotheses were formulated and tested. Two instruments: Further Mathematics Achievement Test (FMAT) and Teacher Competency Test (TCT) were used in the study. Analysis of variance (ANOVA), Pearson Product Moment Correlation (PPMC) and Independent T-test were used to test the hypotheses. Analysis of variance (ANOVA) revealed that significant difference existed between students’ performance and teacher’s qualification, Pearson Product Moment Correlation statistics revealed that significant relationship existed between students’ performance and teachers’ competency and independent T-test revealed no significant difference between male and female students’ performance in Further Mathematics. Based on the findings of this study some recommendations were made and this included among others that teachers should encourage positive study habit among students which will consequently improve students’ achievement. Also all students especially science students should be encouraged to offer Further Mathematics as this will enhance their performance in general mathematics and other science subjects. Teachers of Further Mathematics should explore the right strategies to teach the subject.
Teachers’ Qualification, Competency, Performance in Further Mathematics
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