Teachers Qualifications, Teaching Experience and Junior Secondary School Students Academic Achievement in Mathematics in Oyo Town, Nigeria

Abstract

Mathematics education is an essential element of contemporary education, significantly influencing cognitive development and future opportunities for individuals. The study investigated the effects of teachers’ qualifications and teaching experience on junior secondary school students’ academic achievement in Mathematics in Oyo town, Nigeria. The study adopted the pre-test and post-test quasi-experimental research design. Three hypotheses were tested. Eight hundred and fifty nine (859) JSS 2 students in Oyo town of Oyo state. Sample used was one hundred and twenty (120) students. Mathematics Teachers’ Questionnaire (MTQ) and Mathematics Achievement Test (MAT) which was self-designed. The instruments were validated by experts. The reliability coefficient was established at 0.86 using Kuder Richardson 21. T-test and multiple regression analysis was used to analyse the data at 0.05 level of significance. The findings of this study revealed  that there is significant difference in the achievement of JSS students taught by teachers with high qualification level and those taught by teachers with low qualification level (t-cal = 10.72 ˃  t-tab = 1.98); there is significant difference in the achievement of JSS students taught by teachers with long time experience and students taught by teacher with short time experience (t-cal = 5.11) ˃ t-tab = 1.98); and when teachers’ qualifications and teaching experience were taken together, they jointly predict students’ academic achievement (F (2,118) = 47.975; Adj R2 = 0.364; p < 0.05). It was concluded that teacher’s academic qualification only is not enough to positively affect student’s achievement in Mathematics, but a professionally trained teacher who had acquired a pedagogical skills in teaching in a specified field of study. Based on the findings, it was recommended among others that State education boards and school administrators should ensure that mathematics is taught by teachers with at least B.Ed in Mathematics Education.