TEACHERS’ SKILLS AS PREDICTORS OF STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN OGUN STATE, NIGERIA

Taiwo Oluwadayo Abiodun, Moses Adegbola Ogundeji, Akorede Ayoola Asanre

Abstract


Teachers have a major role to play in ensuring full implementation of school objectives in every country. Teacher’s teaching skills are vital to academic success and failure of students. Student’s achievement is a reflection of teachers’ skills. This study examined teachers’ skills as predictors of students’ academic achievement in Mathematics in Ogun State, Nigeria. The study adopted survey design. The sample for the study consisted of four hundred and twenty (420) respondents consisting of seventy (70) teachers and three hundred and fifty (350) students, randomly chosen from seven public secondary schools in four local government areas in Ogun-Central senatorial district in Ogun-State. Purposive Sampling Technique was used to choose the seven (7) schools. Fifty (50) students and ten (10) teachers were randomly chosen from each school. Two instruments used for data collections are: Teachers’ skills of Commitment, Motivation and Communication Questionnaire (TSCMCQ, r = 0.68) and Mathematics Achievement Test (MAT, r = 0.74). Four hypotheses were formulated and tested at 0.05 level of significant. Data collected were analyzed using Multiple Regression Analysis (MRA).The result of the study showed those teachers’ skills of commitment, motivation and communication when taking together, will significantly predict students achievement in mathematics. It was recommended among others, that teachers should be motivated to participate actively in in-service training programs and workshops to update their knowledge and pedagogical skills.

Keywords


Teachers, Skills, Communication, Commitment, Motivation

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