Teacher Characteristics and Students’ Performance in Mathematics

Abstract

While many researchers have investigated the causative factors of students’ poor academic performance, the extent to which teachers’ individual characteristics affect students’ performance in mathematics, to the best knowledge of the researcher, has received little academic attention. This necessitated the study. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaires and interview guides were used to collect primary data and this was complemented by an extensive literature review. The analysis of the collected data revealed that teachers’ qualifications, teachers’ choice of methodology, teachers’ mastery of content, teachers’ punctuality to class and teachers’ relationship with students affect students’ performance in mathematics in Sagnarigu Municipality. It was recommended among other things, that the stakeholders in education should ensure that only teachers who are qualified to teach mathematics are assigned to do so in all Senior High Schools within the Sagnarigu Municipality.

Using applicable approach to solving circle geometry problems; a quantitative study of senior high school students’ academic performance in circle geometry in Sefwi-Wiawso municipality

“…As stated in the opinion of (Lubbe, 2003), the study was able to acquire the participants' trust since they were aware that their responses would not be utilized for personal bene t or gain. Abdulai et al, (2023), shared similar view with other researchers that it is important to respect the study area's location and make sure permission has been obtained before visiting (Creswell, 2003). The researcher rst went to the study participants' school and gave an ethical clearance letter to get permission from the school.…”

Critical thinking disposition and learning approach as predictors of mathematics performance

“…The level of mathematical performance among pre-service teachers is a critical aspect of their preparation for teaching mathematics. Thus, instances of inadequate or average levels of mathematics performance could lead to misconceptions about their readiness as future educators [3]. Most pre-service mathematics teachers examined in the study exhibit deficiencies in skills such as translating word problems into algebraic expressions and understanding geometric concepts.…”

“…Preservice teachers' poor mathematics performance is connected to their willingness and habit of learning mathematics concepts [2]. The lack of necessary academic credentials for pre-service mathematics teachers will cause a lack of knowledge to impart, limiting the students' performance in mathematics [3]. With this, investigating factors to improve attitude and habits in learning mathematics, such as critical thinking disposition (CTD) [4], [5] and learning approach [6] among pre-service teachers, are essential to remove contributors like poor habits in learning mathematics resulting in low subject performance.…”