According to the National Assessment Program in Education (NAPE) report (2015), pupils’ proficiency (achievement) level in mathematics (numeracy) is low at primary six. Also 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. This study examined the teachers’ quality factors that are thought to affect pupils’ achievement in mathematics in primary six.
The study used teachers and pupils, to obtain data, a total of 70 respondents were randomly selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings of the study, it was revealed that first, the teachers’ qualification and experience are not significant to pupils’ level of achievement in mathematics. While teachers’ level of commitment is highly significant to the pupils’ level of achievement in mathematics. Therefore the low level of pupils’ achievement in mathematics at primary in Kyondo sub-county is mainly as a result of low levels of teacher commitment to classroom activities.
Table of Contents
1. Introduction
2. Main objective
3. Research Hypotheses
4. Methods
5. Results
5.1 Descriptive statistics for Achievement levels in mathematics at primary six
5.2 Teacher’s qualification and experience and level of pupils achievement in mathematics
5.3 Teacher’s level of commitment and pupils’ level of achievement in mathematics
6. Conclusion
7. Recommendation to solve the existing problem
8. Recommendations for further research
Research Objectives and Focus Areas
This study aims to determine the impact of specific teacher quality factors—namely qualification, experience, and commitment—on the academic achievement of primary six pupils in mathematics within the Kyondo sub-county of Uganda.
- Analysis of teacher quality factors including professional qualifications and teaching experience.
- Examination of the level of teacher commitment to classroom activities and lesson preparation.
- Evaluation of pupil achievement levels in mathematics through standardized testing.
- Statistical correlation between teacher characteristics and student performance outcomes.
- Identification of primary drivers behind low mathematical literacy in the regional education system.
Excerpt from the Book
Teacher’s level of commitment and pupils’ level of achievement in mathematics
The second objective was to establish the relationship between teachers’ commitment and pupils’ achievement in mathematics.
The level of commitment of the mathematics teachers was measured in terms of timely preparation of lesson plans, teaching all assigned lessons, providing assessments and handling individual pupils. Also the level of commitment was measured in terms of time spent on specific school and classroom activities.
According to Table 8, the Pearson correlation coefficient (between teachers’ level of commitment and pupils’ level of achievement in mathematics) r is 0.88. This suggest a high positive correlation between teachers’ level of commitment and pupils’ level of achievement in mathematics, which means that pupils’ level of achievement in mathematics rise with increased level of teacher qualifications. The test statistic, t for this r is 3.21 which is numerically greater than the p-value 2.353. Thus the null hypothesis set for this objective that stated that there is no significant relationship between teacher’s level commitment and pupils’ achievement in mathematics was rejected. Therefore there is a significant effect between the teachers’ level of commitment and pupils’ levels of achievement in mathematics at 10% level of significance. This result is similar to the results of Tella, (2008) and Armstrong et al. (2009).
Summary of Chapters
Introduction: Provides the educational background of mathematics instruction in Uganda and defines the core teacher quality factors being investigated.
Main objective: Outlines the primary goal of the research, which is to assess how teacher attributes influence mathematical performance in primary six.
Research Hypotheses: Presents the three null hypotheses regarding the lack of correlation between teacher qualification, experience, commitment, and pupil achievement.
Methods: Describes the quantitative study design, including participant selection from five primary schools and the use of standardized testing to measure pupil performance.
Results: Details the statistical findings, revealing that while qualification and experience showed non-significant effects, teacher commitment had a highly significant impact on pupil achievement.
Conclusion: Summarizes that the low level of pupil achievement in Kyondo sub-county is largely attributable to insufficient teacher commitment to classroom activities.
Recommendation to solve the existing problem: Suggests that school managers and the government focus on improving teacher attendance, lesson planning, and assessment practices.
Recommendations for further research: Proposes future studies on factors affecting teacher commitment and the relationship between classroom practices and student performance.
Keywords
Mathematics, Achievement, Teacher Quality, Qualification, Experience, Commitment, Primary Education, Kyondo Sub-county, Uganda, Proficiency, Classroom Activities, Pearson Correlation, Statistical Analysis, Student Performance, Educational Standards.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how specific teacher-related quality factors, such as academic qualifications, professional experience, and level of commitment, influence the mathematics achievement of primary six pupils in the Kyondo sub-county of Uganda.
What are the primary themes addressed in this study?
The study centers on teacher quality, student mathematical proficiency, classroom practices, and the statistical correlations between instructor attributes and student test scores.
What is the main research objective?
The primary objective is to establish the effect of teacher quality factors on the pupils’ achievement in mathematics at the primary six level.
Which scientific methodology was utilized for this research?
The research employed a quantitative study design using a closed-ended questionnaire for teachers and standardized mathematics tests for pupils, with data analyzed via SPSS using Pearson correlation.
What topics are covered in the main body of the work?
The main body covers descriptive statistics of pupil performance, the relationship between teacher qualification and experience versus student outcomes, and a detailed analysis of teacher commitment's impact on performance.
Which keywords best characterize this work?
The key concepts include Mathematics Achievement, Teacher Quality, Commitment, Qualification, Proficiency, and Primary Education in Uganda.
What was the key finding regarding teacher qualification and experience?
The study found that, contrary to some expectations, there was no significant correlation between teachers' formal qualifications or years of experience and the mathematics achievement levels of their students.
Why is teacher commitment identified as a critical factor?
The statistical analysis revealed a high positive correlation (r=0.88) between teacher commitment—measured by lesson preparation, assessment frequency, and classroom attendance—and student performance, identifying it as a key driver of achievement in the studied region.
How does the author recommend improving pupil performance?
The author recommends that school managers and government bodies prioritize policies that increase teacher commitment, specifically focusing on better lesson planning, consistent attendance, and regular pupil assessment.
- Citation du texte
- Ndungo Issa (Auteur), Biira Majuma (Auteur), 2018, Teacher Quality Factors and Pupils’ Achievement in Mathematics in Primary Schools of Kyondo Sub-county, Kasese District, Uganda, Munich, GRIN Verlag, https://www.grin.com/document/428160
