Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six

Bachelorarbeit , 2018 , 55 Seiten , Note: 6

Didaktik - Mathematik

This study aimed at establishing teachers’ quality factors that affect pupils’ achievement in mathematics. The study was based on two objectives; to establish the relative effect of teacher’s qualification and experience on pupils’ achievement levels, to establish the relationship between teachers’ commitment and pupils’ achievement in mathematics. The study tested the hypotheses; there is no correlation between teacher’s qualification and pupils’ achievement levels, there is no relationship between teachers experience and pupils’ achievement levels, there is no correlation between teachers’ commitment and pupils’ achievement in mathematics.

The study used teachers, pupils and head teachers to obtain data, a total of 70 respondents were randomly and purposively selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings and discussions, it was revealed that first, the teachers’ qualification and experience have nothing to do with pupils’ level of achievement in mathematics. Secondly, the teachers’ low level of commitment is responsible for the low levels of pupils’ achievement in Kyondo sub-county.

Table of contents

Declaration

Acknowledgments

Abstract

Table of contents

List of figures

List of tables

CHAPTER ONE INTRODUCTION AND BACKGROUND TO THE STUDY
1.1 Introduction
1.1.1 Conceptual background
1.1.2 Historical background
1.1.3 Theoretical Background
1.1.4 Contextual background
1.2 Problem statement
1.3 Study of objectives
1.3.1 General objective
1.3.2 Specific objectives
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope of the study

CHAPTER TWO REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1 Teachers’ qualification, experience and pupils achievements in mathematics
2.2 Teachers’ commitment and pupils’ achievement in mathematics
1.6 Conclusion

CHAPTER THREE RESEARCH METHODS
3.0 Introduction
3.1Research Design
3.2 Study population and Sample size
3.2.1 Study population
3.2.2 Sample size
3.3 Sampling Criteria
3.4 Data collection Methods
3.5 Data collection instruments
3.6 Data Analysis procedures
3.7 Validity and reliability of the methods proposed

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introduction
4.1 Background information on respondents
4.1.1 Respondents by sex
4.1.2 Respondents by age
4.1.3 Respondents according to schools
4.2 Description of dependent variable (Achievement levels in mathematics)
4.2.1 Descriptive statistics for Achievement levels in mathematics at primary six
4.2.2 Pupils’ ability to interpret mathematical questions in mathematics at primary six
4.2.3 Relationship between pupils’ test scores and age at primary six
4.2.4 Pupils’ mean test scores and range of scores by school
4.3 Verification of the Hypotheses
4.3.1 Hypothesis one
4.3.2 Hypothesis two
4.3.2Hypothesis three

CHAPTER FIVE Discussion, Conclusions and recommendations
5.0 Introduction
5.1 Discussion
5.1.1Teacher’s qualification and experience and level of pupils achievement in mathematics
5.1.2Teacher’s level of commitment and pupils level of achievement in mathematics
5.2 Conclusion
5.3Recommendations
5.3.1 Recommendation to solve the existing problem
5.3.2 Recommendations for further research

References

Appendix 1: Data collection tools

• Hochschule: Mountains of the Moon University
• Note: 6
• Autor: Biira Majuma (Autor:in)
• Erscheinungsjahr: 2018
• Seiten: 55
• Katalognummer: V428159
• ISBN (eBook): 9783668720060
• ISBN (Buch): 9783668720077
• Sprache: Englisch
• Schlagworte: teacher, quality, factors, pupil, achievement, mathematics, primary