Teacher variables as predictors of academic achievement of primary school pupils mathematics

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Adedeji Tella

Abstract

This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,
experience and pupils’ academic achievement in primary school mathematics. The participants of the
study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the
study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –
efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy
being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s
interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement
in mathematics. The study recommended that it is high time for primary school mathematics teachers to
have a change of attitude towards the teaching of the subject so that the achievement of universal basic
education will not be hindered. Furthermore, primary school educational authorities were called upon to
ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their
attention was also drawn to the fact that they should design educational programmes that will enhance
the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

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TELLA, Adedeji. Teacher variables as predictors of academic achievement of primary school pupils mathematics. International Electronic Journal of Elementary Education, [S.l.], v. 1, n. 1, p. 16-33, july 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/4>. Date accessed: 15 oct. 2019.
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