TEACHERS CHARACTERISTICS AS THE CAUSE OF SSS 1 STUDENTS ATTITUDINAL CHANGES IN MATHEMATICS

ABSTRACT

The purpose of this study was to investigate the relationship between teachers’ characteristics and their influence on attitudinal changes among SSS1 students in mathematics. The study was guided by the education production function theory, which links students’ attitudinal changes to teachers’ characteristics. The specific objectives of the study were: to determine whether teachers’ qualifications affect students’ attitudinal changes in mathematics; to examine if teaching experience is related to students’ attitudinal changes in mathematics; to investigate the relationship between teachers’ classroom effectiveness and students’ attitudinal changes; and to assess the influence of teachers’ skills and expertise on students’ attitudinal changes in mathematics.

The study was carried out in Akwa Ibom State. The target population consisted of one hundred and twenty (120) teachers from ten selected secondary schools. A descriptive research design was adopted. Data were collected using questionnaires and an interview guide. Data analysis was performed using simple percentages, while the stated hypotheses were tested using the Chi-square statistical method.

The study found that teacher characteristics exert a substantial influence on students’ attitudinal changes in mathematics. Teachers’ attitudes toward students, their demographic characteristics, and their qualifications had a significant impact on students’ academic achievements. The researcher therefore recommends that schools should recruit qualified teachers who are specialists in the subjects they teach. Preference should be given to teachers with longer years of experience, as they tend to remain more committed to their roles. Teachers should strive to fully understand the school curriculum and adopt the necessary characteristics required to positively influence students’ attitudinal changes. Teachers should avoid viewing cases of very low-performing students as hopeless situations; instead, they should maintain high expectations for students’ attitudinal improvement by dedicating more time and attention to such students.

Further research is suggested to explore the extent of influence of other educational factors such as gender, socio-economic effects, environmental conditions, and peer pressure.

CHAPTER ONE

INTRODUCTION

Background of the Study

Mathematics is a fundamental subject essential for meaningful living and societal development. The poor state of mathematics education in Nigeria has remained a major concern for mathematics educators, mathematicians, government officials, and all stakeholders who value the subject.

According to Horsby (2012), mathematics is the study of structure, order, number, space, quantity, and change. It involves relationships built around basic practices such as counting, measuring, and describing shapes and objects. This perspective is supported by Webster’s (2015). Mathematics serves as an indispensable tool worldwide across numerous fields, including the natural sciences, engineering, medicine, and the social sciences. Ilori (2013) noted that “the role of mathematics is diversified.” In her contribution, Adedayo (2017) described mathematics as the key to a productive and fulfilling life, stating that “Mathematics can be regarded as key performing many diversified functions in life.” It is therefore central to positive cognitive development, successful daily living, scientific advancement, modernization, career success, productive employment, responsible citizenship, and lifelong learning.

Understanding mathematics requires recognizing it as a subject that can be studied, learned, and comprehended. As a subject, it represents a body of knowledge governed by specific characteristics and features that it is expected to demonstrate.

According to Adekoya (2018), mathematics is a core subject, and its position in the National Policy on Education makes it a compulsory requirement for admission into certain courses at higher levels of education. However, Ukpebor and Ozobokeme (2017) observed that mathematics education in Nigeria is in a depressed state. They emphasized that this situation has been a source of concern for mathematics educators, mathematicians, the government, and all who care about the subject. Agwagah (2016) also highlighted that, despite mathematics’ critical role in national development, its teaching and learning have not effectively met the needs of national development in Nigeria.

Certain topics in mathematics frequently present challenges to students. These difficulties may arise from teachers’ inability to teach the topics effectively, students’ failure to master prerequisite knowledge, or gaps in prior understanding necessary for grasping the current topic.

A recent investigation by Awoshiyan (2016) identified lack of student interest as one of the major problems in the teaching and learning of mathematics. The researcher’s personal teaching experience also confirms that students often lose interest when mathematics topics are being taught, particularly when they notice the interconnectedness with many related topics.

Supporting other researchers, Adeniran (2018) concluded that despite mathematics’ immense importance, it remains the most dreaded subject among students. He quoted a perception of mathematics as “a beautiful bride that people love to hate.” Additionally, many mathematics teachers appear to lack the necessary skills to handle certain topics effectively. Responses from mathematics teachers and students in a survey on the problems of teaching and learning mathematics by Ukpebor and Ofobokeme (2017) revealed that there is an insufficient number of qualified mathematics teachers. Research by Mcleod and Armstrong (2018) discovered that topics students found difficult were often those that teachers skipped or never taught. All these factors undoubtedly hinder the effective teaching of mathematics.

Instructional materials and teaching aids whether in the form of concrete models or manipulative tools significantly enhance the quality of teaching and learning. According to Aligba and Kurumeh (2018), the availability of relevant instructional materials such as textbooks, geo-boards, overhead projectors, computers, and other ICT resources greatly determines students’ achievement in mathematics. Interactions with students at secondary and tertiary levels indicate that students fear mathematics because it is highly abstract. Therefore, the availability and utilization of appropriate teaching aids for teaching mathematical concepts in secondary schools represent an important area of focus in this study.

Professional development programs are designed to keep teachers updated on recent developments in mathematics. The National Policy on Education emphasized the importance of in-service training, stating that it should be developed as an integral part of continuous teacher education and should address all identified inadequacies (FRN, 2014). Such inadequacies may occur when a teacher was not taught or was inadequately taught certain topics during their own student years. Many teachers lack the motivation to keep pace with changing times. Since students often lack a culture of reading or self-study, effective teachers must adapt their teaching approaches and methodologies to align with contemporary demands.

Students also play a vital role in the learning of mathematics. Are they adequately exposed to the prerequisite skills needed to understand new topics before being introduced to them? How committed are students to their academic work? Are they provided with necessary materials such as textbooks to solve problems independently?

Society continues to evolve, modernization is advancing rapidly, and students are influenced by the trends of the time. Students’ engagement in non-school activities, including the use of mobile phones, novels, and internet platforms such as Facebook, instant messaging, and chat rooms, appears to negatively affect their study time, concentration, and understanding of mathematics. Commenting on societal attitudes, Adeniran (2018) noted that today’s students learn mathematics in an environment where societal attitudes are often indifferent or even hostile to the subject.

Teachers bear a direct responsibility for shaping students’ attitudinal changes and represent the most important school-based factor influencing education (Rockoff, 2014; Rivkin, Hanushek & Kain, 2015; Aaronson, Barrow & Sander, 2017). This makes it essential to examine which teacher characteristics are associated with student attitudinal changes.

Identifying which teacher characteristics lead to the best student attitudinal changes at the Senior Secondary School level can assist schools in optimizing teacher resources to improve student performance.

While academic excellence requires a high level of intelligence, recent studies have shown that other factors can serve as useful predictors of attitudinal changes (Busato, Prins, Elshout & Hamaker, 2019; Chamorro-Premuzic & Furnham, 2013). One such key factor is teachers’ characteristics.

Teachers play an indispensable role in knowledge transfer and education in general. They are central to the effective transmission of knowledge. Ali (2019) observed a statistically significant relationship between teachers’ characteristics and students’ attitudinal changes.

According to Thompson, Greer & Greer (2015), there are twelve characteristics that students associate with good teaching. These traits focus on caring for students both academically and personally, and they strengthen indicators for attitudinal changes. These characteristics include: displaying fairness, maintaining a positive outlook, being well-prepared, using a personal touch, respecting students, setting high expectations, possessing a sense of humor, demonstrating creativity, admitting mistakes, being forgiving, showing compassion, and fostering a sense of belonging among students.

As humans, we have an innate sense of fairness. We respond negatively when treated in ways that violate our understanding of fairness. Any indication of favoritism or unfairness can create lasting negative impacts.

Borich (2012) suggests that effective teachers use meaningful verbal praise to engage and sustain students’ active participation in the learning process. Effective teachers generally maintain a positive mindset, believing in their students’ potential as well as their own ability to support student success.

Competence and deep knowledge of the subject matter enable well-prepared teachers to address behavioral issues promptly, make effective use of instructional time, encourage student participation, and ultimately promote academic success.

Teachers must demonstrate genuine interest in their students to build strong connections. Teachers with a good sense of humor make learning enjoyable. A quick wit and the ability to ease tension in challenging situations through humor are qualities students admire, as these teachers serve as positive role models for handling difficult moments.

Students often remember distinctive actions or approaches their teachers used in class, particularly when these methods made the subject matter more engaging and captivating.

Irvine (2014) noted that students described their favorite teachers as those who set clear limits, provided structure, maintained high expectations, and encouraged them to strive for achievement. These behaviors significantly influence student learning. Incorporating such traits into daily teaching practices can ensure students enjoy positive and successful school experiences.

Rice (2013) identified five broad categories of teacher attributes that contribute to teacher quality: experience, preparation programs and degrees, type of certification, relevant coursework, and teachers’ own test scores.

Performance is closely linked to teachers’ experience, which stems from insights gained through learning, training, and the development of classroom management skills and expertise. Teachers’ experience has a notable effect on student performance; students taught by more experienced teachers tend to achieve higher results because these teachers have mastered the content and acquired advanced classroom management skills to address various classroom challenges (Gibbson, 2017). Consequently, students’ attitudinal changes depend significantly on the characteristics demonstrated by their teachers.

According to Mumare & Philip (2015), experience has a significant positive effect on the relationship between teacher quality and students’ attitudinal changes. This connection cannot be overstated, as both elements work together to promote quality education. This is supported by Strong (2017), who asserted a positive relationship between teachers’ verbal ability and students’ achievement.

Parents are eager to see their children admitted to and graduate from reputable educational institutions that compete to deliver excellent programs and lead in academic performance. Teachers, who are directly involved in students’ daily academic lives, provide essential support to learners.

Classroom teachers bear primary responsibility for students’ academic achievement, as schools’ core mission centers on the academic preparation of students.

Statement of the Problem

There is no doubt that during the process of learning and mastering various topics across subjects, some concepts prove difficult for students to grasp, thereby affecting their overall performance. For a long time, mathematics has been a subject that many students dread, possibly due to the way some teachers deliver it without considering individual differences, or because of the involvement of figures, calculations, formulas, drawings, and sketches (Adekoya, 2018). He further noted that secondary school students with learning difficulties often make insufficient progress in mathematics, with their achievement constrained by multiple factors.

Despite improvements in teachers’ educational qualifications and skills/expertise aimed at enhancing teaching quality, attitudinal changes among students in senior secondary schools have remained unsatisfactory. This is evident in the declining standard of education, as reflected in students’ poor performance in major examinations such as the Senior Secondary Certificate Examination (SSCE) and the Unified Tertiary Matriculation Examination (UTME).

There is a persistent decline in the attitudinal disposition of SSS students toward learning despite substantial government budgetary allocations to education. The rise in examination malpractices is alarming, with parents, teachers, and other stakeholders investing heavily in “solutions” and “assistance” from teachers to help students pass examinations without genuine merit. This situation has resulted in the production of graduates whose certificates do not reflect their true capabilities, raising serious concerns for the nation.

A functional educational system often relies on the presence of essential behavioral traits in teachers, including qualifications, experience, and skills/expertise. This underscores the need for further investigation.

The specific problem this study seeks to address is to identify teachers’ and students’ perceptions of the difficulties students face in understanding mathematical concepts, to examine the conditions that shape these perceptions, and to propose practical ways to enhance the understanding of mathematics in secondary schools.

Objectives of the Study

The main purpose of this study is to investigate how specific teacher characteristics relate to the attitudinal changes of senior secondary school students in Akwa Ibom State, Nigeria.

The specific objectives are:

• To determine if the qualification of teachers has an effect on the attitudinal changes of students in mathematics.

• To find out if teaching experience is related to attitudinal changes of students in mathematics.

• To examine the relationship between teachers’ classroom effectiveness and students’ attitudinal changes.

• To ascertain the influence of teachers’ skills/expertise on the attitudinal changes of students in mathematics.

Research Questions

• Is there any significant relationship between teachers’ qualifications and students’ attitudinal changes in mathematics?

• Is there any significant difference in the attitudinal changes of students taught by teachers with longer years of experience?

• Is there any significant relationship between teachers’ effectiveness and students’ attitudinal changes?

• Is there any significant relationship between teachers’ skills/expertise and students’ attitudinal changes?

Research Hypotheses

H01: There is no significant relationship between teachers’ qualification and students’ attitudinal changes.

H02: There is no significant difference in the attitudinal changes of students taught by teachers with more years of experience.

H03: There is no significant relationship between teachers’ effectiveness and students’ attitudinal changes.

H04: There is no significant relationship between teachers’ skills/expertise and students’ attitudinal changes.

Significance of the Study

This study will provide an in-depth examination of the effects of teachers’ characteristics on students’ attitudinal changes. It will be beneficial to various stakeholders in the education sector, including teachers, parents, students, school administrators, ministries of education, educational researchers, and society at large.

The findings will serve as a guideline for schools during teacher recruitment and will assist already employed teachers in refining their teaching methods. Curriculum developers will find the results useful for designing and structuring topics that can address and improve the performance of senior secondary school students. Educational researchers will view this work as a valuable addition to existing literature on teachers’ characteristics and attitudinal changes, offering a clear and comprehensive perspective on the subject.

The recommendations provided will contribute to enhancing students’ attitudinal changes.

Scope of the Study

The scope of this study is limited to teachers’ characteristics as a key determinant of students’ attitudinal changes. It will examine teachers’ factors, students’ factors, and environmental factors that contribute to difficulties in understanding mathematics. The study was conducted in the Akwa Ibom metropolis only and focuses exclusively on activities in Senior Secondary Schools, excluding Junior Secondary and Primary Schools.

The study utilized both primary and secondary data. Questionnaires were distributed to explore the correlation between teachers’ characteristics and students’ attitudinal changes.