Teacher Variables and Students' Achievement in Mathematics in Senior Secondary Schools in Ibeno Local Government Area of Akwa Ibom State

Abstract

This study examined the relationship between teacher variables (attitude, motivation, qualification, and experience) and students' achievement in Mathematics in senior secondary schools in Ibeno Local Government Area of Akwa Ibom State. Correlational and ex-post facto research designs were adopted for the study. The population consisted of 647,631 SS1 students and 16 Mathematics teachers in the 9 senior secondary schools in Ibeno Local Government Area. The sample size was 388 respondents, comprising 374 SS1 students and 14 Mathematics teachers. Multiple regression analysis was used to analyze the data. The findings revealed a strong positive linear relationship between the four teacher variables taken together and students' achievement in Mathematics (R = 0.786). However, the four teacher variables combined made no significant contribution to students' achievement. Only teachers' attitude made a significant relative contribution to students' achievement (β = 0.859, p < 0.05). The study recommends that teacher variables should be considered as mutually essential to the teaching and learning of Mathematics, and teachers should imbibe positive attitudes towards the teaching and learning of Mathematics.