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.
Table of Contents
CHAPTER ONE
INTRODUCTION AND BACKGROUND TO THE STUDY
1.0 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
2.3 Conclusion
CHAPTER THREE
RESEARCH METHODS
3.0 Introduction
3.1 Research 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
4.3.2 Hypothesis three
CHAPTER FIVE
Discussion, Conclusions and recommendations
5.0 Introduction
5.1 Discussion
5.1.1 Teacher’s qualification and experience and level of pupils achievement in mathematics
5.1.2 Teacher’s level of commitment and pupils level of achievement in mathematics
5.2 Conclusion
5.3 Recommendations
5.3.1 Recommendation to solve the existing problem
5.3.2 Recommendations for further research
Research Objectives and Focus
This study aims to investigate the influence of teacher quality factors on pupil achievement in mathematics at the primary six level in Kyondo sub-county, Kasese District. The research seeks to determine the impact of teacher qualifications, professional experience, and level of commitment on student performance.
- Analysis of the relationship between teacher qualification and pupil mathematics achievement.
- Evaluation of how teacher experience correlates with student test scores.
- Assessment of the role of teacher commitment in classroom instructional practices.
- Examination of the overall proficiency levels of primary six pupils in mathematics.
Excerpt from the Book
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.
Summary of Chapters
CHAPTER ONE: This chapter introduces the study, covering the background, problem statement, research objectives, hypotheses, significance, and scope of the research.
CHAPTER TWO: This chapter reviews related literature concerning teacher qualifications, experience, and commitment in relation to pupil achievement in mathematics.
CHAPTER THREE: This chapter details the research methodology, including research design, study population, sample size, sampling criteria, data collection methods and instruments, and analysis procedures.
CHAPTER FOUR: This chapter presents the data collected, providing analysis, interpretation, and verification of the research hypotheses.
CHAPTER FIVE: This chapter discusses the study findings, draws conclusions, and provides recommendations for solving existing problems and for further research.
Keywords
Teacher quality factors, Pupil achievement, Mathematics, Primary six, Teacher commitment, Teacher qualification, Teacher experience, Kyondo sub-county, Educational performance, Teaching practices, Quantitative research, Student assessment, Pedagogical methods, Classroom management, Curriculum interpretation.
Frequently Asked Questions
What is the fundamental focus of this research?
The research examines how specific teacher-related quality factors, namely qualification, experience, and commitment, influence the achievement of primary six pupils in mathematics.
What are the primary themes investigated in this study?
The study centers on the correlation between teacher attributes and student academic performance, the role of teacher dedication, and the effectiveness of teaching strategies within a rural school context.
What is the main research objective?
The primary goal is to establish the effect of teacher quality factors on pupils' mathematics achievement levels to provide evidence-based insights for educational improvement.
What scientific methods were employed?
The study utilized a quantitative research design, gathering data through questionnaires from teachers, pupils, and head teachers, followed by Pearson correlation analysis to test the hypotheses.
What areas are covered in the main body of the work?
The main body covers the conceptual and contextual background, a comprehensive literature review, detailed research methodology, data analysis including descriptive statistics and hypothesis verification, and final discussions.
Which keywords best characterize this work?
The study is best characterized by terms such as teacher quality, mathematics achievement, student proficiency, teacher commitment, and primary education quality assurance.
What were the findings regarding teacher qualifications?
The study revealed that, contrary to some theoretical expectations, there was no significant effect between teacher qualification levels and pupils' achievement in mathematics in the studied area.
How does teacher commitment affect student success according to the study?
The study found a strong positive correlation between teacher commitment and student achievement, indicating that low levels of teacher commitment contribute to poor performance in mathematics.
- Citar trabajo
- Biira Majuma (Autor), 2018, Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six, Múnich, GRIN Verlag, https://www.grin.com/document/428159
