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TEACHERS’ COMPETENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS: A BRIEF CROSS-SECTIONAL CASE IN NIGERIA
Abstract
This study determined the relationship of teachers’ competence in instruction, research and extension and the students’ math performance and its predictors as basis to improve Mathematics instruction. It made use of a descriptive correlational approach with eight mathematics teacher respondents and 151 students major in Mathematics in the College of Education for the SY 2016-2017. Questionnaire was used to gather the data while Pearson r and regression analysis were used to determine relationship and predictors. The teachers are highly competent in instruction with a median of 4 but are competent in research with a median of 3 and in extension with a median of 3. Mathematics majors have very good performance in Mathematics and they are best in Linear Algebra and Technology in Mathematics. The instruction, research and extension competence of teachers are not significantly correlated with the students’ Mathematics performance. The competence in instruction, research and extension are not predictors of the performance in Mathematics with y= 93.86 –0.219×1 +0.143×2 +0.181×3 as the regression model. The competence of the teacher in instruction, research and extension may not necessarily determine the Mathematics performance of students.
Keywords Academic Performance, Competence,
Mathematics, Students, Teachers