THE EFFECT OF TEACHER QUALIFICATION ON STUDENT MATHEMATICS PERFORMANCE IN BENUE STATE’S KWANDE LOCAL GOVERNMENT AREA
Abstract
This study looked at the impact of teachers’ qualifications on students’ math performance in the Kwande Local Government Area in Benue State. Three objectives were proposed: determine whether mathematics teachers simply instill in children the qualities of imagination, appreciation, and order that accompany mathematics, and Investigate
whether mathematics is introduced to students in an interesting way to help them see the subject as a language of investigating the nature of things we deal with in science, technology, and engineering to make what we study in mathematics real to life and if the skills introduced in numbers one and two above are not introduced to the students determine why.
A total of 77 replies were received and validated from the enrolled participants, with all respondents taken from selected secondary schools in Benue State’s Kwande Local Government Area. The Chi-Square statistical method was used to test the hypothesis (SPSS).
chapter one
Introduction
1.1The Study’s Background
The value of a strong mathematical foundation is well recognized, as it serves as a springboard to future careers in a variety of fields (Tella 2008; Pondor2006; Deklerk welters cited by Kurt et al.2002).
At all stages of education, mathematics is one of the most important subjects in the school curriculum. It has been one of the prerequisites for entrance to a higher education institution. Mathematics proficiency is a necessary component in training numerate citizens for employment, as well as in ensuring the generation of highly trained individuals required by industry, science, and technology (Mikulski 2001).
According to Kruletskil (1976) and Nnaji (1984:6), mathematical models and thinking processes have permeated every branch of knowledge. Recent advances in mathematics have demonstrated that knowledge of the subject permeates even the most remote realms of the humanities.
In agreement, (NTCM, Steen2001, and Kahn2001) stated that the world’s technological advancement today requires a strong mathematical foundation, which leads to job prospects around the world. Mathematics is required at the most fundamental levels for science, computer technology, and engineering courses. This is because electronic tools have become a part of our daily lives, from home to work.
According to Steen (2001), mathematics not only provides people with the ability to regulate their life, but it also provides science with a solid foundation for effective hypotheses; it also ensures a prosperous society.
Furthermore, (Ojose 2011) states that mathematics is highly significant in our daily lives because it deals with real-life issues in our daily activities. Looking at the general public objectively, everyone is involved in a mathematical process daily. The housewife while shopping, the wage earner while calculating their wages, and the laborer while estimating his wages.
Mathematics is a subject that many people avoid because they are afraid of it. However, it is a subject that is essential for any scientific and technical growth to which our country is devoted; hence, the people of it country must enlighten to enable students to have an informed knowledge of the increasing complexity of technology.
Students struggle with mathematics when it is taught by a teacher who cannot explain effectively does not review and does not assign. What is required of the teacher is a genuine interest in the subject, awareness of the child’s thinking and learning style, and true comprehension of the fundamental mathematical ideas so that students recognize the utility of mathematics in their daily lives.
Against this backdrop, the researcher is attempting to determine whether instructors’ qualifications have an impact on pupils’ mathematics performance in Kwande Local Government Area of Benue State.
1.2 PROBLEM STATEMENT
The value of mathematics in nation-building cannot be overstated. However, large failures in tests and terminal examinations related to the senior secondary certificate examination (SSCE) have demonstrated low performance in the subject.
Mathematics is widely regarded as one of the most difficult (if not the most difficult) subjects in school. Many pupils, particularly female students, become terrified at the mere mention of it. Many people have blamed the widespread failure on mathematics teachers’ lack of qualifications. The goal of this study is to determine whether low teacher qualification has an impact on pupils’ poor mathematics performance in the Kwando local government of Benue state.
1.3 OBJECTIVE OF THE STUDY
The goal of this study is to
Determine whether mathematics teachers instill only the qualities of imagination, appreciation, and organization in their students.
Examine whether mathematics is taught to students in an engaging way to help them see the subject as a language for investigating the nature of things we deal with in science, technology, and engineering. to bring what we learn in mathematics to life
If the abilities introduced in numbers one and two above are not introduced to pupils, investigate the reason for the omission.
HYPOTHESIS
The following hypotheses guide the research.
HO1: The qualification of the teacher has a considerable impact on the performance of students in mathematics.
H1: The qualification of the teacher has no bearing on the performance of students in mathematics.
HO2: Mathematics teachers instill in their students more than just the qualities of imagination, appreciation, and order that go with mathematics.
H2: Mathematics teachers only instill in children the qualities of imagination, appreciation, and order that come with mathematics.
1.4 THE STUDY’S IMPORTANCE
This research will be useful to students since it will allow them to identify the elements that contribute to poor mathematics performance.
The findings of this study will assist the government in its efforts to improve mathematics teaching and learning, which will allow her to put more effort to sponsor more teachers into higher institutions of learning to receive a decent mathematical education. The study will, of course, encourage teachers to pursue additional training at a higher level in their subject area.
1.7 THE STUDY’S SCOPE AND DELIMITATION
This study is limited to four (4) secondary schools in the Kwando local government area of Benue state, which were chosen at random. The secondary schools chosen are:
Turan community secondary school Jato-Aka (TCSS), NKST secondary school Jato-Aka (NKST.SS), Korinjo memorial secondary school Nzaav Division (KMSS), and Sacred heart secondary school Adikpo are all part of the Turan community secondary school system (SHSS).
These schools were chosen at random, and the total number of pupils engaged in the study was 400. (300).
An expansion of this study to include additional schools would have provided border and definite ideas of the challenges at hand. Because it was assumed that secondary school students would have similar problems, the findings still provide some useful and reliable information. Due to insufficient funds and time, the researcher was unable to carry out the research in all of the schools but had to select a few that the researcher believed would yield good results for generalization.
1.8 TERM DEFINITION.
Performance refers to the outcome or the experience that students are intended to gain while studying mathematics.
Influence is the influence that a person has on another person, creating a change in his thinking or behavior.
III. Mathematics teaching is the process of passing on mathematics knowledge, facts, and skills from one person to another or a group of people. It is a comprehensive procedure that includes the giving of mathematical experience as well as activities meant to foster learning on the part of the individuals involved.
Qualification: A skill or type of experience required for a specific job or activity.
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THE EFFECT OF TEACHER QUALIFICATION ON STUDENT MATHEMATICS PERFORMANCE IN BENUE STATE’S KWANDE LOCAL GOVERNMENT AREA