TEACHER EFFECTIVENESS AND STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL MATHEMATICS IN IBENO LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1      Background of the Study

A well planned curriculum is not a guarantee that learning takes place. For learning to take place, it is also necessary to have a teacher who is competent and effective (Lawton, 2007). A teacher who is incompetent can destroy any teaching programme.

        For these reasons, teacher need to be an effective as possible effective teacher need to know a good deal not only  about what he is teaching, but also how children learned. An effective teacher need to motivate his students. Nkang and Eneh (2008) pointed out that learning effectiveness can be boosted through appropriate choice and use of motivational techniques. They also mentioned that a motivated learner is better prepared to tackle learning tasks than an unmotivated learner. 

        Ayelabi (2000) put it that the success of education depends largely on how teachers relate to their learners in the classroom and even outside the classroom. This means that for a teacher to achieve his aim as an effective teacher he should be an effective communicator (NTUK, 2010).

        Teachers as managers of resources must arrange the classroom in such a way that effective teaching and learning can take place (NTUK, 2010). To accomplish this task, the teacher has to consider the task of classroom arrangement as vital ingredient for the attainment of his goals.

        Ntuk (2010) put it that an effective teacher should teach with the use of instructional materials. Because it will make the work of the teachers easier and the learners to learn faster and remember more and also retain more.  Eddie (2006) added that the use of instructional materials in teaching could make learning more practicable, applicative and meaningful

        Moreover, an effective teacher need to evaluate his students. It was on this noted that Abia (2014) pointed out that evaluation is an integral part of the instructional process, and a very important part which contribute to the achievement of educational goals.

        In addition, an effective teacher should not be absent from his class, he should have love for his work and he should be able to use difference method of teaching to explain the concept for his students for effective students understanding.

In conclusion, the researcher suggested that teachers workload varies inversely as students’ academic achievement. Thus their workload should be reduce. Again, their incentive is directly proportional to students academic achievement as well as their (teachers) qualification. As a result, government should increase teachers’ incentive and the teachers should study for better and more qualification so as to be an effective teacher.

1.2      Statement of the Problem

The poor achievement of students in Mathematics has continued to be major causes for concern to all. It has been observed that teachers are no more effective as they should. They do not have time to arrange their classes; they do not motivate their students to learn. Some of the teachers today are not going to their classes regularly while others do not care to check/mark students’ assignment. Most of the teachers do not make use of instructional materials and they are not applying difference method of teaching.

        Based on these problems, the researcher decided to investigate on the topic “teacher effectiveness and students academic achievement in secondary school Mathematics in Ibeno Local Government Area.” The reason for this is to check if teacher’s reward, their work load or their qualification could be the cause of these problems.

1.3      Purpose of the Study

Generally, the purpose of this study was to determine the teachers effectiveness and students academic achievement in secondary school Mathematics in Ibeno Local Government Area.

        Specifically, the study sought to find out;

    i.        If teachers motivating their students can influence students academic achievement in Mathematics

  ii.        If teachers evaluating their students can influence students academic achievement in Mathematics

1.4      Research Hypothesis

The following null hypotheses have been formulated to guide the study.

     i.        There is no significant difference in the academic achievement of students taught by a teacher who motivated their students and those taught by a teacher who does not motivate their student.

    ii.        There is no significant difference in the academic achievement of students taught by a teacher who evaluate their students adequately and those taught by teachers who does not evaluate adequately.

1.5      Significance of the Study

The study will be significant to students and teachers, in the following ways.

1.   It will help students to become more interested in learning mathematics

2.   It will help the teachers to motivate their students to learn

3.   It will reveal the need for teacher to evaluate their students

1.6      Limitation of the Study

The scope of this study would have extended to include a wide range of areas, but due to:

1.   Financial constraint on the part of the researcher.

2.   Long distance between schools visited by the researcher.

3.   Time factor to complete the study and other necessary logistics.

Therefore, the study was limited to Ibeno Local Government Area of Akwa Ibom State only.

1.7      Scope of the Study

The scope of this study was within Ibeno Local Government Area. It was focused on;

(1)        Motivation of students and

(2)        Evaluation

1.8      Operational Definition of Terms     

 Teachers’ effectiveness: This is the ability of a teacher to motivate their student, mastering his subject area, be punctual to his class, use suitable method to teach and evaluate his students such that the objectives of the lesson is achieved.

Students: these are group of people who are studying at school.

Academic Achievement: this is referring to the extent in which a student, teacher or institution has accomplish their educational goals at the end of learning session.