INFLUENCE OF TEACHER, PUPIL FACTORS AND THEIR KNOWLEDGE OF STATISTICS ON PUPILS’ ACHIEVEMENT IN MATHEMATICS IN OSUN STATE, NIGERIA

Prince Mensah Osiesi, Monica Ngozi Odinko

Abstract


The study investigated the influence of teachers’ and pupils’ factors and their knowledge of statistics on pupils’ achievement in mathematics in Osun State, Nigeria. The study adopted the survey design. The input, process and output evaluation model was used. The multistage sampling procedure was used to select 43 public primary schools, 43 primary five teachers and 689 primary 5 pupils. Four instruments, namely Classroom Teaching Observation Scale(r = 0.73), Pupils’ Mathematics Achievement Test (r = 0.89), Pupils’ Statistics Achievement Test (r = 0.82) and Teachers’ Content Knowledge of Statistics questionnaire (r = 0.78) were used. The data were collected from June to July, 2016. Data were analysed using correlation coefficient and multiple regression at p<0.05. Findings revealed that pupils statistical knowledge [β = .390, t 688 = 1.655, p<.05], Parents qualification [β = -4.386, t 688 = -2.174, p< .05], classroom management [β = -.292, t 688 = -2.043, p <.05] and lesson preparation [β = -2.695, t 688 = -2,481, p<.05] were most influential in predicting pupils’ mathematics achievement. Thus, to improve mathematics achievement, teachers and pupils’ statistics knowledge and education should be intensified.


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