by TEACHERS’ PERSONALITY TRAITS AND STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS
ABSTRACT
The study was carried out to determine the influence of teachers’ personality traits on students’ academic achievement in mathematics in secondary schools. It was conducted in Ibesikpo Asutan Local Government Area. A survey design was adopted for the study. Three research questions were formulated to guide the study. The population of this study consists of twenty-five (25) teachers teaching mathematics in the study area. A six (6) item questionnaire was used as the major instrument for data collection.
The data generated from the instrument were analyzed using simple percentage statistics. Findings from the study revealed that there is a great influence of teacher attitude, teacher’s self-concept and teachers’ knowledge of subject matter on academic achievement of secondary school students in mathematics.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Personality trait determine a couple of important characteristics. How people associate/interact with others personality can be measure as a set of times usually questions about attitude, behavior and feeling to which the subject have to respond by agreeing or disagreeing with that question or assertions (Kline, 2011).
In 2008 personality psychology became a cardinal discipline in the social sciences. During that time many separate line of acquiring came together for the field (Allport, 2010). Lieuin (2009) described the following as the component of personality which are habits, attitude, interest, values, principles and mental capacity or intelligence.
Academic performance/achievement is a major issue among students, teachers, parents, school administrators and the Nigerian society at large.
Opinions differ as why some students excel academically while others appear to be under-achieves. Many psychologists have consistently attempted to identify the major predictors of individual academic performance or achievement. Factors such as intelligence, self concept, gender, study habit, maturation, home background, knowledge, attitude amongst others just to mention but a few have being for academic performance. Other factors that have been studied in the past include child rearing pattern peer group influence, socio-economic background and learning environment.
Moreover, Ladele (2013) stated that algebra is one of the areas in mathematics which students found it difficult to pass. Many students supported the notion that teachers who fought the subject that they had previously studied in depth are particularly effective (Olisana and Egho, 2011).
Algebra which is one of the area in mathematics which student found difficult to pass (Ladele, 2013). Many studies supported the notion that teachers who taught the subject that they had previously studied in-depth are particularly effective (Olisama and Egho, 2011). There is therefore strong indication that there is high correlation between teachers’ content knowledge and student performance in mathematics in general and Algebra in particular.
Teachers’ Personality Traits and Students’ Academic Achievement in Secondary School Mathematics
Several studies reported that teacher content knowledge influences students’ performance in mathematics (Wayne and Young, 2014). In another study, Riodejaneiro (2009) found a positive relationship between mathematics class of the student and teachers content knowledge. Recently the Nigerian secondary school student’s mathematics performance still remains poor. It appears that the implemented curriculum: National Council Teacher of Mathematics (NCTM) (2000). There is need to examine the content knowledge of the teacher vis-à-vis the student performance in Algebra.
Another important variable that can affect student performance in mathematics is pedagogy. Fook and Kaur (2011) stressed that pedagogical content knowledge refers to aching and learning of the subject. Several studies in the area of mathematics have shown that pedagogical content knowledge especially at senior secondary school level remain overwhelming. Teacher-centered with greater emphasis being placed on lecturing and textbook than on helping student. Thinking critically across subject area and applying their knowledge to real world situation (Butty, 2013).
The purpose of this study was to encourage aspiring mathematics teachers. To embrace the idea of studying mathematics in-depth in tertiary institution. As well as encourage them to be vast in problems solving techniques and other pedagogies that will bring about effective learning of algebra in secondary schools. It will also encourage in-services teachers to attend conference and workshops or short courses or apply for a part-time study in mathematics if need to be; to enhance the teaching pedagogy.
1.2 Statement of the Problem
The phenomenon of poor external result in mathematics among Nigerian students. Especially, in mathematics and their inability to understand most of the concepts embedded in the curriculum has become a course of many to successive government and major stakeholders in the education sector in the country (Ukpale, 2008). However, over the years the majority of students that sat for the May/June. West African Examination Council (WEAC) and National Examination Council (NECO). Have been recording mass failure, not only in the area of overall performance. But, in key subject of Mathematics, Chemistry, Physics, etc.
In 2012, the percentage of students who passed WEAC with credit in mathematics was below 50% (Okpala, 2013). This ugly trend may have instigated the current worry among stakeholders on the factors responsible for the poor performance of students. Several scholars have investigated the influence of teachers’ personality trait on academic performance of student in mathematics. This study seeks to find out the influence of teachers’ personality trait on students’ academic performance in Mathematics in Ibesikpo Asutan Local Government Area.
1.3 Purpose of the Study
The major aim of the study is to examine the influence of teachers’ personality traits on students’ academic performance in mathematics in Ibesikpo Asutan Local Government Area. Specifically, the objectives of the study include:
- To examine the influence of teachers’ self-concept on the academic performance of secondary school students in mathematics
- To examine the influence of teacher’s attitude on academic performance of secondary school students in Mathematics.
- To find out the influence of teacher’s knowledge of subject matter on academic performance of secondary school students in Mathematics.
1.4 Research Questions
- What is the influence teachers self concept on academic performance of secondary school students in mathematics?
- What is the influence of teacher attitude on academic performance of secondary school students in mathematics?
- To what extent does teachers’ knowledge of subject matter influence students’ academic performance in mathematics?
1.5 Significance of the Study
The study will be of significant in the following ways:
- It will help mathematics teachers come to terms. So as to understand those personality traits that influence academic performance of students learning of mathematics in secondary schools.
- It will provide data-base for future researchers in the field of mathematics, science and related discipline
- It will also enable students to know how best they can learn irrespective of the teacher teaching them.
Teachers’ Personality Traits and Students’ Academic Achievement in Secondary School Mathematics
1.6 Limitation of the Study
Financial Constraint
Insufficient funds tend to impact the efficiency of the researcher in securing for the relevant materials. Literature or information and in the process of data collection (internet, questionnaire and interview).
Time Constraints
The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time cluster for the research work.
1.7 Operational Definition of Terms
Teachers’ Personality Trait: Personality is a blend of internal as well as external traits acquired by a teacher over a period of time.
Academic Achievement: This refers to the scoring or exhibited ability of students in school test, examination and other related activities in the school.
Students: As used in this study refers to as group of learners in both the secondary schools and at the higher institution of learning.
Secondary School: This refers to a school or learning environment responsible for the training of students from 10 to 18 years of age.
