Teacher classroom variables as determinants of senior secondary school students ' academic performance in mathematics in Southwest, Nigeria
DOI:
https://doi.org/10.58524/jasme.v6i2.1268Keywords:
Experience, Mathematics Performance, Teacher Variables, QualificationAbstract
Background: Students’ performance in Mathematics in Southwest Nigeria remains a concern, with teacher-related factors potentially influencing outcomes.
Aims: This study examined how teacher classroom variables predict senior secondary school students’ academic performance in Mathematics.
Method: A predictive survey design was employed, involving 100 Mathematics teachers and 1,400 students selected via stratified and proportionate sampling across five Local Government Areas in three states. Data were collected using a self-developed questionnaire and Mathematics Performance Inventory, then analyzed using multiple regression and independent-samples t-tests at α = 0.05.
Results: Teacher variables significantly predicted students’ Mathematics self-efficacy (R = 0.903, R² = 0.815, F(8, 512) = 54.26). Performance feedback was the strongest contributor (β = 0.276), followed by use of learning materials (β = 0.243) and lesson delivery (β = 0.228). Teacher experience (β = 0.312) and qualification (β = 0.228) were the strongest determinants of student performance, whereas classroom management was not significant (β = 0.023). No significant gender differences were observed (p > 0.05).
Conclusion: Teacher experience, qualifications, and feedback are critical determinants of students’ Mathematics achievement. Findings underscore the need for targeted professional development programs for Mathematics teachers to enhance student performance.
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