School quality and teachers’ characteristics as correlates of Pupils academic achievement in mathematics in nkanu west local government area of Enugu state
Jennifer Chizoba Oluwatayo, Doris Ifeoma Ugwude, Joy Chidinma Aguocha
The study was designed to determine the relationship between school quality and teacher’s characteristics on primary school pupils learning outcome in Mathematics in Nkanu West Local Government Area of Enugu State. Two research questions and two null hypotheses guided the study. Correlational research design was adopted. Population of the study comprised of 665 teachers from the 54 public primary schools in the area. A sample of 100 teachers were selected for the study using simple random sampling technique. Two research instruments; Class Size Questionnaire (CSQ), Teacher’s Attitude towards Teaching Questionnaire (TATTQ) and primary five pupils’ overall academic achievement in Mathematics in internal examinations from 2014/15 academic session to 2017/18 academic sessions were used as instrument for data collection. The instrument was validated by three experts; two from Childhood Education and one from Measurement and Evaluation all from the Department of Educational Foundation, University of Nigeria, Nsukka. Cronbach Alpha was used to measure the internal consistency and co-efficient of 0.92 and 0.79 were obtained with an overall co-efficient of 0.85. Data collected were analyzed using Pearson Product Moment Correlation Coefficient to answer the research questions and hypotheses using SPSS version 23.0 to test at 0.05 level of significance. The study disclosed that a positive, high and significant relationship between class size, teachers’ attitude towards teaching and pupils academic achievement in Mathematics in Nkanu West Local Government Area of Enugu State. Based on the findings, the researchers recommended among others that State Government should recruit more mathematics teachers in order to tackle the problem of large class-size for effective teaching and learning.