# Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six

## Bachelor Thesis, 2018

Excerpt

Declaration

Acknowledgments

Abstract

List of figures

List of tables

CHAPTER ONE INTRODUCTION AND BACKGROUND TO THE STUDY
1.1 Introduction
1.1.1 Conceptual background
1.1.2 Historical background
1.1.3 Theoretical Background
1.1.4 Contextual background
1.2 Problem statement
1.3 Study of objectives
1.3.1 General objective
1.3.2 Specific objectives
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope of the study

CHAPTER TWO REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1 Teachers’ qualification, experience and pupils achievements in mathematics
2.2 Teachers’ commitment and pupils’ achievement in mathematics
1.6 Conclusion

CHAPTER THREE RESEARCH METHODS
3.0 Introduction
3.1Research Design
3.2 Study population and Sample size
3.2.1 Study population
3.2.2 Sample size
3.3 Sampling Criteria
3.4 Data collection Methods
3.5 Data collection instruments
3.6 Data Analysis procedures
3.7 Validity and reliability of the methods proposed

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introduction
4.1 Background information on respondents
4.1.1 Respondents by sex
4.1.2 Respondents by age
4.1.3 Respondents according to schools
4.2 Description of dependent variable (Achievement levels in mathematics)
4.2.1 Descriptive statistics for Achievement levels in mathematics at primary six
4.2.2 Pupils’ ability to interpret mathematical questions in mathematics at primary six
4.2.3 Relationship between pupils’ test scores and age at primary six
4.2.4 Pupils’ mean test scores and range of scores by school
4.3 Verification of the Hypotheses
4.3.1 Hypothesis one
4.3.2 Hypothesis two
4.3.2Hypothesis three

CHAPTER FIVE Discussion, Conclusions and recommendations
5.0 Introduction
5.1 Discussion
5.1.1Teacher’s qualification and experience and level of pupils achievement in mathematics
5.1.2Teacher’s level of commitment and pupils level of achievement in mathematics
5.2 Conclusion
5.3Recommendations
5.3.1 Recommendation to solve the existing problem
5.3.2 Recommendations for further research

References

Appendix 1: Data collection tools

## Acknowledgments

I give many thanks to my supervisor Mr. Mugizi Moses for the many hours of research and for the leisure talks of knowledge. Thank you for teaching me and showing me the beauty behind research.

A special thanks to the Mountains of the Moon University school of Education is needed. I give thanks to all lecturers and pupils for the encouragement.

Similarly, I thank my husband for the financial support and academic encouragement he provided during the years of my study. I owe tribute to my parents and other relatives for the words of encouragement.

## Abstract

This study aimed at establishing teachers’ quality factors that affect pupils’ achievement in mathematics. The study was based on two objectives; to establish the relative effect of teacher’s qualification and experience on pupils’ achievement levels, to establish the relationship between teachers’ commitment and pupils’ achievement in mathematics. The study tested the hypotheses; there is no correlation between teacher’s qualification and pupils’ achievement levels, there is no relationship between teachers experience and pupils’ achievement levels, there is no correlation between teachers’ commitment and pupils’ achievement in mathematics.

The study used teachers, pupils and head teachers to obtain data, a total of 70 respondents were randomly and purposively selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings and discussions, it was revealed that first, the teachers’ qualification and experience have nothing to do with pupils’ level of achievement in mathematics. Secondly, the teachers’ low level of commitment is responsible for the low levels of pupils’ achievement in Kyondo sub-county.

## List of figures

Figure 1: Structure of the Ugandan education system (Government of Uganda, Education Act, 2008)

Figure 2: Distribution of respondents’ age (pupils)

Figure 3: Distribution of respondents’ age (Teachers)

Figure 4: Distribution of respondents according to schools

Figure 5: Distribution of pupils’ ability to interpret mathematical questions.

Figure 6: Relationship between pupils’ age and test scores in mathematics.

Figure 7: Pupils’ mean test scores and range of scores by school

## List of tables

Table 1: Pupils’ achievement in mathematics in East and South African countries

Table 2: Percentage of P.6 and P.3 pupils rated proficient (achievers) in mathematics (Numeracy) in the year 2007-2015

Table 3: Percentage pupils in each pass level in mathematics promotion exams for P.6 for 2015 and 2016 (Extract).

Table 4: Number of pupils and Mathematics teachers in P.6 in participating primary schools

Table 5: Study sample size from the six primary schools

Table 6: Distribution of respondents’ sex

Table 7: Descriptive statistics for achievement levels in mathematics at primary six

Table 8: Descriptive statistics for achievement levels in mathematics by gender

Table 9: Distribution of teachers’ qualification

Table 10 teachers’ average qualification by school

Table 11: Pearson correlation coefficient for teacher’s qualification and pupils’ level of achievement in mathematics at primary six in Kyondo sub-county

Table 12: Teachers’ average years in-service by school

Table 13: Level of participation in the core experience building activities

Table 14: Pearson correlation coefficient for teachers’ average years in service and pupils’ level of achievement in mathematics at primary six in Kyondo sub-county

Table 15: Pearson correlation coefficient for teachers’ Level of participation in the core experience building activities and pupils’ level of achievement in mathematics at primary six in Kyondo sub-county

Table 16: Teachers level of commitment to classroom practices

Table 17: Average time spent on school/class room activities by teachers.

Table 18: Pearson correlation coefficient for teacher’s commitment and pupils’ level of achievement in mathematics at primary six in Kyondo sub-county

## CHAPTER ONE INTRODUCTION AND BACKGROUND TO THE STUDY

### 1.0 Introduction

This study examined the effect of teachers’ quality factors on pupils’ achievement in mathematics in primary six. It looked at mathematics teacher based variables and examined their impact on pupils’ achievement in mathematics in primary six.

Chapter one illustrates the background of the study, the problem statement, the significance of the study and the scope of the study.

### 1.1 Background of the study

The background of the study is divided into four parts, the conceptual background, Historical background, the theoretical background and the contextual background.

#### 1.1.1 Conceptual background

Teachers’ quality factors are defined according to the advanced learners’ dictionary as- the complex of characteristics that distinguishes a teacher or a group; especially: the totality of an individual's behavioral and emotional characteristics. This study adopts the definition of teachers’ quality factors as characteristics or traits exhibited by the teacher. And it is assumed that these traits have an effect on the teacher’s role of teaching. Characteristics such as teachers’ commitment in teaching, teachers’ qualification, and experience were considered in this study.

Achievement in mathematics in this study measures the amount of mathematical concepts a pupil learns in a prescribed amount of time. Each grade level has learning goals or instructional standards that teachers are required to teach. It is indicated by the grade levels of pupils, pupils’ level of participation in mathematics class, and pupils’ ability to apply mathematical reasoning. Also in this study achievement is used interchangeably with proficiency level; a pupil who reaches the required proficiency level is assumed to have achieved.

Mathematics is an abstract subject, yet significant for scientific and technological development in any society.

Tella (2008) remarked that, “Mathematics’ usefulness in science, and technological activities as well as commerce, economics, education and even humanities is almost at par with the importance of education as a whole”.

#### 1.1.2 Historical background

In Uganda, as in most countries, Mathematics is one of the compulsory core subjects in primary and lower secondary levels of education. This is intended to improve mathematical literacy, and steer the country towards economic growth and development.

At the end of the 7th year (i.e., the end of primary education), the Uganda Primary Leaving Examinations (PLEs) are taken and the results are used to determine placement at secondary school (i.e., post-primary) on a merit basis. Pupils at the end of primary education are tested on four PLE subjects: (1) English, (2) Mathematics, (3) Science, and (4) Social Studies. Other subjects are taught, but not examined in the PLEs such as Arts & Crafts, Local Languages, Physical Education, and Music (Namirembe, 2005). There exist other national assessments in primary schools that measure the achievement levels of pupils nationally.

The National Assessment of Progress in Education (NAPE) is one of the research bodies charged with monitoring quality of education in Uganda. NAPE conducts studies on the education system (i.e., the assessment of the performance of the whole education system). According to NAPE objectives (Acana, 2006), studies are conducted to determine the achievement/ proficiency levels of pupils on the curriculum over a period of time. Currently NAPE is done in primary (P.3 &P.6), Secondary (S.2) and Primary Teachers collages.

According to Kasirye (2009), pupils’ achievement in mathematics is low in Uganda as compared to the rest of the east African countries as indicated in Table 1 below.

Table 1: Pupils’ achievement in mathematics in East and South African countries

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* The Math Score was based on all test items

Similarly, below is a summary of the NAPE result from 2007 to 2015 indicating the proficiency levels of achievement/proficiency level in mathematics (Numeracy) for primary three and primary six.

Table 2: Percentage of P.6 and P.3 pupils rated proficient (achievers) in mathematics (Numeracy) in the year 2007-2015

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Source: NAPE report, (2015)

As indicated in Table 2 above, the percentage of the pupils rated proficient at primary three is higher than at primary six with an average percentage of 71.8% in primary three and 46.2% in primary six.

This indicates that there is a low pupils’ achievement in mathematics at primary six. In terms of ownership, pupils in private schools have a higher achievement level in mathematics at 94.6% compared to their counterparts at 64.2%.

In the same report, it is indicated that, few (4%) of the districts have pupils with achievement level above 70% while majority (68.8%) of the districts have pupils with an achievement level below 50%; Kasese District inclusive with 47% achievement level.

#### 1.1.3 Theoretical Background

Theoretically, according to Huang & Moon (2009) teacher qualification accounts for approximately 40 to 60 percent of the variance in average of pupils’ achievement in assessment.

Adesina (1981) perceived the need for improving teacher qualification and according to him teaching experience determine pupils’ achievement to a great extent. The teacher can greatly influence the performance of children since their remarks, interest, attitude and methodologies affect pupils’ performance at school (Fakinde, 1978).

Ballard and Johnson (2004), in their educational research on mathematics assessment, confirmed that frequent quizzes do yield benefits. They compared test results of pupils who were exposed to quizzes with a control group who experience no quizzes. They found significantly higher scores for pupils who experienced quizzes and concluded that frequent quizzing influences learning performance.

Based on these outstanding claims, it was imperative to establish the teachers’ quality factors that affect pupils’ achievement in mathematics in Kyondo Sub-county, Kasese District.

#### 1.1.4 Contextual background

The education system in Uganda comprises of four levels (i.e., pre-primary, primary education, post-primary education, higher education; see Figure 1 below), which are all under the supervision of the District Education Department (DED), accountable to the Ministry of Education and Sports (MoES).

Primary school education is the first official phase of the schooling system and serves pupils between the ages of 6 through 12 years (i.e., pre-primary is not mandatory; see Government of Uganda, 2008). The main purpose of primary school is to prepare pupils to participate in the social, political, and economic well-being of the country, and prepare them to be global citizens (Government of Uganda, 2008; Namirembe, 2005). The primary school curriculum has therefore been designed to provide a more functional and practical education to cater for the needs of children who complete their education at the primary school level. In addition, it caters for pupils who wish, and have the means, to continue on with secondary school education (i.e., post-primary education). Primary education is universal and free but not compulsory.

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Figure 1: Structure of the Ugandan education system (Government of Uganda, Education Act, 2008)

Kasese District Education Department (KDED) has been conducting general promotion examinations for primary six (District Education Officer’s Report, 2015). The table below shows the percentage pupils in each pass level in mathematics for 2015 and 2016 in the district.

Table 3: Percentage pupils in each pass level in mathematics promotion exams for P.6 for 2015 and 2016 (Extract).

illustration not visible in this excerpt

The report further indicated a list of sub-counties where pupils’ performance was very low; Kyondo sub-county was among them with only 12.0% promotion levels. From this report, it is evident that pupils’ achievement levels in mathematics are low both nationally and locally. It is further noted in the NAPE report (2015) that teachers are significant on matters of pupils’ achievement.

It is against this background that, a study on the effect of teachers’ quality factors on pupils’ achievement in mathematics was conducted.

### 1.2 Problem statement

Mathematics is widely used in science and business, (Tella, 2008). Achievement in mathematics is important for pupils’ progress from one level to another.

The Government of Uganda under MOE&S is playing an important role in improving the quality of the Education system at primary level all over the country e.g. UPE, save the Children, UNICEF, etc. Schools receive scholastic materials that are mathematics oriented.

Despite all the efforts by the MOE&S coupled with the wide applicability and importance of Mathematics, there is a low achievement level in mathematics at primary six as stated in the NAPE report, 2015; which makes Uganda lose economic advantage over other countries, because its pupils lag behind their counterparts in Mathematics and Science.

According to the NAPE report (2015), teachers are essential to pupils’ achievement in mathematics; their characteristics such as commitment, qualification, teaching abilities are significant to pupils’ levels of achievement. The success or failure of any academic program depends largely on the teacher ability to deliver which is a function of teachers’ qualification, experience, and commitment (Adeniyi & Ayinla, 2012).

This study therefore examined teacher quality factors as determinants of pupils’ achievement in mathematics in primary six;

### 1.3 Study of objectives

#### 1.3.1 General objective

To establish the effect of teacher quality factors on the pupils’ achievement in mathematics in primary six

#### 1.3.2 Specific objectives

1. To establish relative effect of teachers’ qualification and experience on pupils’ achievement levels
2. To establish the relationship between teachers’ commitment and pupils’ achievement in mathematics

### 1.4 Research Hypotheses

1. There is no correlation between teachers qualification and pupils’ achievement levels
2. There is no relationship between teachers experience and pupils’ achievement levels
3. There is no correlation between teachers’ commitment and pupils’ achievement in mathematics.

### 1.5 Significance of the study

The greatest teacher quality factors that affect pupils’ achievement in mathematics have been discussed in this study. And these may be emphasized at different events eg at recruitment, at policy formulation.

The results of this study have added on the existing knowledge that can be refereed to during other studies.

### 1.6 Scope of the study

The study was conducted in Kyondo Sub-county. Kyondo sub-county is specifically selected based on the data on pupils’ proficiency levels from the NAPE report and the DEO Kasese report as stated in the background.

Kyondo sub-county is found in Kasese District bordering Democratic Republic of Congo (DRC) in the west . It has eight government primary schools and six primary schools with an estimated total enrolment of 1200 pupils in primary six (Head teachers’ records). The sub-county is rural based and most schools are hard to reach but accessible.

In particular, mathematics teachers and pupils from P.6 will be involved.

The study covered the teachers’ quality factors that are thought to have an effect on pupils’ achievement in mathematics. Such qualities are the teachers’ commitment in teaching, teachers’ qualification, and experience.

The study was conducted from the months of February to June 2018.

## CHAPTER TWO REVIEW OF RELATED LITERATURE

### 2.0 Introduction

This chapter contains the review of literature related to the teachers’ qualification, teachers’ commitment and teaching techniques.

### 2.1 Teachers’ qualification, experience and pupils achievements in mathematics

Darling – Hammond (1998) defines well qualified teacher as one who was fully certified and held the equivalent of a major in the field being taught. In the context of this study however, qualification will be in terms of education levels. For example senior four, grade III, grade IV, graduate and others.

Although the formal qualification of teachers is an important indicator for their knowledge and competence in teaching, it has only limited utility in analyzing how well prepared teachers are for what they have to teach in schools. More detailed knowledge of the courses they have taken during their training needs to be compared to the actual content and skills required to teach the high school’s curriculum.

For a teacher to be the ‘Master’ of his/her class, he has to be adequately informed of the content of the instruction he has to pass across to the pupils and must know the best method to be used in adequately passing across the instruction.

Also, for teaching to be rewarding and effective in Uganda, qualification of teachers in terms of prescribed certificate should not be neglected rather; prospective teachers and teachers already on the job who do not possess the minimum required academic qualification should ensure that they go for training so as to be certified and qualified professionals.

Ukeje (1970) expressed the prime importance of teacher qualification to the educational development of any nation. That is, good qualification of teachers would lead to high achievement of pupils and there is likely to be a link between pupils’ achievement and teacher effectiveness and between achievement and classroom atmosphere.

Huang & Moon (2009) documents that teacher qualification accounted for approximately 40 to 60 percent of the variance in average of pupils’ achievement in assessment.

Adesina (1981) perceived the need for improving teacher qualification and according to him teaching experience determine pupils’ achievement to a great extent. The teacher can greatly influence the performance of children since their remarks, interest, attitude and methodologies affect pupils’ performance at school (Fakinde, 1978).

Farrant (1980) believes that for a teacher to be efficient at his work, he should have a sound knowledge of all that the content, method and sequentially arrange work to meet the individual needs of his pupils, using the environment.

The teacher is required to transmit what is spelt out in the curriculum content. Therefore, the teacher becomes the basis from which desirable experiences are made available to learners. Hence, teachers’ must make it necessary to avail themselves of the fundamentals that are required in teaching if their activities in the classroom will be meaningful.

This study found out if the teachers in primary schools of Kyondo sub-county have relevant qualifications and also made a correlation analysis between these qualifications and the pupils’ achievement in mathematics.

### 2.2 Teachers’ commitment and pupils’ achievement in mathematics

The strength of any profession depends upon the degree of commitment of its members to the goals and purposes of that organization, teaching being no exception (Fox, 1964). Numerous authors and researchers agree that teacher commitment is central to the work of teaching and functioning of education system. Firestone and Pennell (1993) pointed out that teacher commitment has since 1980’s become a topic of interest in education discourse. The word has been Interchangeably used to mean quality teachers or dedicated teachers (Abd Razak et al., 2010). Elliott and Creswell (2002) argue that teacher commitment and engagement have been identified as amongst the most critical factors in the success and future of education. It contributes to teacher’s work performance, absenteeism, burnout, and turnover as well as having an important influence on pupil achievement.

Becker (1999) defines commitment as the investment in a particular career, in this case, teaching. Lortie (1995) regards commitment as the willingness an individual enacts in investing personal resources to the teaching task.

Joffress et al. (2001) wrote that teachers’ commitment is a crucial factor to an effective school, teacher satisfaction, and retention. They claim that low levels of teacher commitment results into decreased pupil achievement tests, than in areas where teachers were found not to be committed to their responsibilities, learners performed poorly.

It is important to note that teachers’ commitment to their duties is quite significant to pupils’ performance. Committed teachers tend to produce good results at national examinations.

Truman et al. (2008) in the study entitled “primary teacher commitment and attractions,” claims that teacher commitment takes three forms, with the most important one being professional commitment. They argue that a professionally committed teacher rates their teaching abilities very highly and are committed to their professional advancement.

Day et al. (2005) argue that there are different forms of commitment to teaching. According to them, the nature and intensity of commitment to teaching depends on factors derived from personal and professional lives. Commitment is a word they use to distinguish those who are caring, dedicated, and who take their job seriously from those who put their own interest first. The professionally committed teachers take their job seriously and they get enjoyment from it (Elliott and Croswell, 2001).

Nias (1991) and Tyree (1996) observed that teachers who are committed are those who see their pupils’ welfare; they care for, responding to, and meeting pupils’ needs. They strived to improve on their practice and look at pedagogies and research. They also talk and listen to their children, at the same time they work as a team with others, appropriately prepared for their lessons, and are reflective practitioners.

Another view shared by committed teachers is that teaching is not just a job. Teachers invest their personal time even outside school contact hours. They have made teaching as a lifestyle.

They often contemplate on their class programs and pupils while engaging in a range of personal activities like in shower, shopping, or watching television (Tyree, 1996).

However, there are multiple objects of commitment for a teacher and teachers’ commitment objects may also change across different life and career phases and in different contexts (Leithwood et al., 1999).

A teacher, who is committed to pupils and makes efforts to create a supportive learning climate in the classroom, prepares his/her lessons well.

Choi and Tang (2009) indicate that a teacher who is highly dedicated to pupil affairs evaluates/assesses the acquisition of subject matter well and prepares well for the lessons.

Teacher commitment has been studied in relation to teacher preparations. Fox (1964) illustrated characteristics of a committed teacher as one who prepares well the content he/she is going to teach.

Tella, (2008) defined quality teaching as teaching that maximizes learning for all pupils. It entails engaging pupils as active learners to induce positive, comprehensive changes in their pre-existing knowledge, skills, and attitudes. These are achieved by committed teachers who are able to prepare well their lessons by taking into consideration learners’ experiences, abilities, interest, motivation and skills.

Armstrong et al. (2009) pointed out that in order to provide quality learning experience for all pupils, lessons must be well planned and prepared effectively. They describe responsibilities and characteristics of the 21st century committed teachers as: matching instructions and programs to learner’s characteristic, conducting task analysis to identify an appropriate beginning point, and a logical sequence for instruction, specifying learning intentions. Lessons should be well prepared to suit the learners’ capabilities and interests. Lessons must stimulate learners to want to learn the new information.

Armstrong et al. (2009) further confirms that as one plans for a group of learners he/she needs to engage in what is called “task-analysis activities.” Task analysis requires that one takes the content that is to be taught and first, identify the desired results from learning of the content; secondly, break the content into smaller components or sub- tasks that logically build towards the desired results; and finally, define appropriate teaching approaches for each of the components and specify lesson objectives.

Once task analysis has been done satisfactorily, then follows lesson presentation. Effective lesson presentation, according to Armstrong, has several key elements that include stimulating and maintaining of interest. Content presented should interest and motivate individual learners. The teacher has to use a variety of approaches to motivate learners. Variety is essential because each learner’s needs are unique.

Motivation should be at the beginning of the lesson, during learning sequence, and finally, at lesson conclusion.

Finally, on sequencing of lessons, a lesson presentation follows a logical sequence. Information is presented in an organized manner, regularly checking pupils’ understanding, providing an opportunity for practice, giving frequent feedback, and concluding lessons by reviewing main points (Armstrong et al., 2009).

A plan is an arrangement or a method for doing something. Planning is a requirement for any program to succeed. It is a future intention to act in a certain way in order to achieve set objective. It is a process of arranging and organizing how to do something carefully in advance (MoEST, 2001).

A scheme of work is a key planning document for all teachers. It is a personal plan to cover the syllabus, taking into account variables like time allocation, pupils’ ability levels, and pupils’ previous experience, available resources and putting content in a logical sequence. Other considerations involved in planning the scheme of work include scope to be covered, sequence, objectives, learning activities, learning resource and evaluation. Learning activities refer to the experience you give learners to support the learning of mathematics. They should be well thought out and planned in advance. The activities should be varied involving the child in a practical work, watching demonstration and problem solving and reinforcement activities. Mathematics lesson plan is a short, carefully developed and written outline designed to help the teacher achieve the objectives of a specific topic, skill, or idea (MoEST, 2001).

Indimuli et al. (2009) claimed that teacher preparation is vital for effective teaching and learning process. Effective teaching include: preparation, implementation, and evaluation. In preparation, the teacher refers to the syllabus so as to make the scheme of work and lesson plans. In implementation, the teacher is involved in the actual teaching of the content, class management and uses teaching/learning materials to achieve the specified lesson objectives. Evaluation is administered in form of continuous assessment, and end-of-course examination. They further describe teacher preparation to include class management. They define class management as involving the creation of a stimulating learning environment in which effective teaching/learning can take place.

In order to achieve this, they say that it is advisable to consider grouping of pupils, observing class routine and class organization. On classroom organization, they say that seating arrangement needs to be done in groups.

At the same time equipments specific to mathematics lessons should be placed in positions which are easily accessible (Indimuli et al., 2009).

### 1.6 Conclusion

As indicated in the literature, the role of the teacher is significant in improving the pupils achievement in mathematics. However it is not yet certain which teacher quality factor is essential for improving pupils’ achievement. Some researchers have suggested a number of teacher qualities such as teacher experience and qualification and teachers’ commitment. The question that was addressed here is on how these quality factors affect pupils’ achievement in mathematics.

## CHAPTER THREE RESEARCH METHODS

### 3.0 Introduction

This chapter illustrates the actions that were followed to solve the problem at stake; it shows the tools that were used in obtaining data concerning the problem and the objectives in particular. It includes the study area, study population, sampling criteria, research tools and instruments, data analysis procedures, validity and reliability of the tools, ethical considerations and the limitation of the study.

### 3.1 Research Design

In this study a quantitative design was used because the indicators of the dependent variable (achievement in mathematics) are measurable. Also the study is concerned with attributes like commitment, experience and qualification which can be quantified; correlation between variables was determined.

### 3.2 Study population and Sample size

#### 3.2.1 Study population

The study was conducted in six primary schools namely: Bwana Foundation, Kaghorwe, Kinyabisiki, Buhyoka, and Kalikikaliki primary schools. The study population composes of 212 pupils in primary six, 18 mathematics teachers of primary six, and 5 Headteachers. The total population is 235 (see Table 4)

Table 4: Number of pupils and Mathematics teachers in P.6 in participating primary schools

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Details

Title
Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six
College
Mountains of the Moon University
6
Author
Year
2018
Pages
55
Catalog Number
V428159
ISBN (eBook)
9783668720060
ISBN (Book)
9783668720077
File size
1077 KB
Language
English
Keywords
teacher, quality, factors, pupil, achievement, mathematics, primary
Quote paper
Biira Majuma (Author), 2018, Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six, Munich, GRIN Verlag, https://www.grin.com/document/428159