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
- CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY
- 1.0 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
- 2.3 Conclusion
- CHAPTER THREE: RESEARCH METHODS
- 3.0 Introduction
- 3.1 Research 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
- 4.3.3 Hypothesis three
- CHAPTER FIVE: Discussion, Conclusions and recommendations
- 5.0 Introduction
- 5.1 Discussion
- 5.1.1 Teacher's qualification and experience and level of pupils achievement in mathematics
- 5.1.2 Teacher's level of commitment and pupils level of achievement in mathematics
- 5.2 Conclusion
- 5.3 Recommendations
- 5.3.1 Recommendation to solve the existing problem
- 5.3.2 Recommendations for further research
Objectives and Key Themes
This research report aims to identify the teacher quality factors influencing pupils' mathematics achievement in primary six in Kyondo Sub-county, Kasese District. The study investigates the relationship between teacher qualifications, experience, commitment, and pupil performance.
- Impact of teacher qualifications and experience on pupil achievement.
- Correlation between teacher commitment and pupil achievement in mathematics.
- Analysis of pupil performance in mathematics at the primary six level.
- Identification of factors contributing to low pupil achievement in mathematics.
- Recommendations for improving teacher quality and pupil outcomes.
Chapter Summaries
CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY: This introductory chapter sets the stage for the research by defining the problem of low mathematics achievement among primary six pupils in Kyondo Sub-county. It establishes the conceptual, historical, theoretical, and contextual background relevant to the study, outlining the research objectives, hypotheses, and significance. The scope of the study is clearly defined, delimiting its geographical and thematic boundaries.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This chapter presents a comprehensive overview of existing research on the relationship between teacher quality factors (qualifications, experience, commitment) and pupil achievement in mathematics. It synthesizes findings from previous studies to establish a theoretical framework and context for the current research, highlighting key debates and areas of contention in the literature. The chapter provides a critical assessment of the existing body of knowledge.
CHAPTER THREE: RESEARCH METHODS: This chapter details the research design, methodology, and data collection procedures employed in the study. It describes the study population, sample size, sampling techniques (random and purposive sampling), data collection instruments (questionnaires, tests), and data analysis methods. The chapter also addresses the validity and reliability of the proposed methods, ensuring the rigor and trustworthiness of the research findings.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION: This chapter presents a detailed analysis of the collected data, including descriptive statistics and inferential tests to verify the hypotheses. It presents background information on the respondents and provides a comprehensive description of the dependent variable (pupil achievement in mathematics). The chapter thoroughly analyzes the relationships between teacher quality factors and pupil achievement, offering statistical evidence and interpretations.
Keywords
Teacher quality, pupil achievement, mathematics education, primary education, teacher qualifications, teacher experience, teacher commitment, Kyondo Sub-county, Kasese District, Uganda, quantitative research, correlational study.
Frequently Asked Questions: Research Report on Teacher Quality and Pupil Achievement in Mathematics
What is the main focus of this research report?
This research report investigates the impact of teacher quality factors on pupils' mathematics achievement in primary six in Kyondo Sub-county, Kasese District. It specifically examines the relationship between teacher qualifications, experience, commitment, and pupil performance.
What are the key themes explored in the report?
The key themes include the impact of teacher qualifications and experience on pupil achievement, the correlation between teacher commitment and pupil achievement, an analysis of pupil performance in mathematics at the primary six level, identification of factors contributing to low pupil achievement, and recommendations for improving teacher quality and pupil outcomes.
What is included in the Table of Contents?
The table of contents provides a detailed outline of the report, encompassing an introduction and background, a literature review, a description of the research methods, data presentation and analysis, and finally, a discussion, conclusion, and recommendations. Each chapter is further subdivided into specific sections and subsections.
What research methods were used in the study?
The study employed a quantitative research design using both random and purposive sampling techniques. Data was collected through questionnaires and tests. Data analysis involved descriptive statistics and inferential tests to verify the hypotheses. The report also addresses the validity and reliability of the methods used.
What data is presented and analyzed in the report?
The data analysis includes background information on respondents (by sex, age, and school), descriptive statistics of achievement levels in mathematics, an examination of pupils' ability to interpret mathematical questions, analysis of the relationship between test scores and age, and a comparison of mean test scores by school. The analysis also verifies the research hypotheses.
What are the key findings and conclusions of the study?
The report presents findings on the relationship between teacher qualifications, experience, and commitment and pupil achievement in mathematics. The conclusions summarize the key findings and their implications for educational practice in the specific context of Kyondo Sub-county.
What recommendations are made in the report?
The report concludes with recommendations aimed at addressing the identified challenges in mathematics education and improving teacher quality. These recommendations are focused on solving existing problems and suggesting areas for further research.
What are the keywords associated with this research?
Keywords associated with this research include teacher quality, pupil achievement, mathematics education, primary education, teacher qualifications, teacher experience, teacher commitment, Kyondo Sub-county, Kasese District, Uganda, quantitative research, and correlational study.
What is the scope of the study?
The study is geographically limited to Kyondo Sub-county, Kasese District, and thematically focused on the relationship between specific teacher quality factors and pupil achievement in mathematics at the primary six level.
What is the significance of this study?
The significance of this study lies in its contribution to understanding the factors influencing mathematics achievement in the specified region and providing data-driven recommendations for improving educational outcomes. The findings can inform policy and practice aimed at enhancing teacher quality and student learning.
- Quote paper
- Biira Majuma (Author), 2018, Teacher Quality Factors and Pupil's Achievement in Mathematics in Primary Six, Munich, GRIN Verlag, https://www.grin.com/document/428159
