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Impact of Teachers’ Trait and School Location on the Academic Performance of Mathematics Students in Public Senior Secondary Schools in Rivers State

Ekine, Friday PhD, Osila, Kenneth PhD

Abstract

This study examined the impact of teachers’ traits and school location on the academic performance of students in mathematics in public senior secondary schools in Rivers State. The research adopted a descriptive survey design. The sample size consisted of 400 students drawn from a population of 61,049 randomly selected in the 3 senatorial districts of Rivers State. Mathematics Achievement Test and teachers’ trait inventory which was validated by two experts in measurement and evaluation were used for data collection. The reliability of the instrument which was 0.78 was achieved through Cronbach alpha. Data collected was analyzed using ANCOVA to test the hypothesis at 0.05 alpha level. The findings showed that the traits of the teacher did not significantly impact on the academic performance of students. However, there was significant difference in mathematics performance of the students based on the senatorial districts. The study recommends among others that there should be equitable distribution of mathematics teachers in the three senatorial districts.

Keywords

Teachers’ traitacademic performancesenior secondary schoolsand mathematics.

References

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