IMPACT OF TEACHERS RELATED FACTORS ON STUDENT’S POOR ACADEMIC PERFORMANCE IN MATHEMAT1CS; A CASE STUDY OF GOVERNMENT AIDED SECONDARY SCHOOLS IN BUKULULA SUB COUNTY KALUNGU DISTRICT, UGANDA
MAWANDA DAN 1 153-O7184~O3453
A RESEARCH REPORT SUBMITTED TO COLLEGE OF EDUCATION KAMPALA INTERNATIONAL UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELORS OF SCIENCE WITH EDUCATION
SEPTEMBER, 2018 DECLARATION
I MAWANDA DAN hereby declare that this research entitled “impact of teachers related factors on student’s poor academic performance in mathematics” is my original work and has never been submitted to any university or any other institution of higher learning.
SignatureS ~ Date...4~~.i ~e?4e~er, aoi~
MAWANDA DAN (Student) APPROVAL
This is to certif) that this research entitled ~Impact of teachers related factors on student’s poor academic performance in mathematics”- a case of government aided secondary schools in Bukulula Sub County Kalungu District” has been done under my supervision
Mr. OUNYESIGA LIVING
Supervisor DEDICATION
This research is dedicated to my dear parents Mr. and Mrs. Mawanda Steven, my dear sisters who have always been there for me in terms of financial and moral support. For you have made my academic journey at Kampala International University a success MAY GOD REWARI) THEM ABUNDANTLY
~J1 ACKNOWLEDGEMENTS
I would like to express my most sincere gratitude and heart-felt appreciation firstly, to my almighty God, to whom I owe my life, wisdom, and good faith in all my endeavors. I praise him for enabling me on my academic journey and carry out this research in particular.
I wish to express my sincere gratefulness to my supervisor Mr. OUNYESIGA LIVING for his exceedingly incomparable commitment to supervise my dissertation and his guidance. I am very grateful to him for giving me the benefits of his experience and suggestions.
May the almighty God reward you all
iv ABSTRACT
This research report was written as a requirement for the partial fulfillment for the award of a bachelor’s degree of science with education of Kampala International University. This study was mainly aimed at investigating the Impact of teacher’s related factors on student’s poor academic performance in mathematics, Bukulula Sub County Kalungu District as a case study. The objective of the study were to assess the impact of teacher’s related factors on student’s poor academic performance in mathematics in Bukulula Sub County Kalungu District and the specific objectives of this study were to assess how teachers’ gender affects students’ academic perfbrmance, to determine the teachers’ assessment of students’ academic performance in mathematics in respect to workload and adequacy of instructional materials, to investigate how teacher’s age and level of experience affect students’ academic performance.
Through carrying out this study I also used same research questions to find out what I exactly wanted such as how does teachers’ gender affect student’s academic performance in mathematics, how does teacher’s work to assess students’ academic performance in mathematics in respect to workload and adequacy of instructional materials, how does teachers’ age and level of experience affect student’s academic performance in mathematics. The findings further showed that there was less teaching workload contrary to what had been thought and the poor academic performance among the students can be attributed the inadequate instructional materials.
V TABLE OF CONTENTS
DECLARATION . APPROVAL DEDICATION ACKNOWLEDGEMENTS iv ABSTRACT v CHAPTER ONE INTRODUCTION 1.0 Background of the Study 1 1.1 Statement of the Problem 2 1.2 OBJECTIVES 3 1.2.1 General Objective 3 1.2.2 Specific Objectives 3 1 .3 Research Questions 3 1.4 Significance of the Study 3 1.4.1 Teachers 3 1.4.2 School Head Teachers 3 1.4.3 Individual Learners 4 1.4.4 Other Researchers 4 1 .5 Scope of the Study 4 1 .6 Theoretical Framework 4 1 .7 Conceptual Framework 5 1 .8 Operational Definition of Terms 6 1.8.1 Teachers’ Gende 6 1.8.2 Teachers’ ExperienceS 6 1.8.3 Teachers’ Qualificatiow 6 1.8.4 Teacher’s Work Load 7 1.8.5 Administration of students’ Continuous Assessment Test 7 1.8.6 Adequacy of Instructional Materials 7 CHAPTER TWO 8 LITERATURE REVIEW 8 2.0 Introduction 8 2.1 rn Related Factors 8 2.2 Sex 8 2.3 Teachers’ Experience and Students’ Performance 9 2.4 Teachers’ Qualification and Students’ Performance 11 2.5 Teachers’ Workload 13
vi 2.6 Assessment of Learning .13 2.7 Performance in Mathematics 14 2.8 Adequacy of Instructional Aids 15 2.9 Summary and Research Identified Gap 19 CHAPTER THREE 21 METHODOLOGY 21 3.0 Introduction 21 3.1 Research Design 21 3.2 Population of the Study 21 3.3 Sample Size 21 Table 3.1: Distribution of teacher respondents based on Schools 22 Table 3.2: Distribution of students respondents based on schools 22 3.4 Research Instruments 22 3.5 Data Collection Procedure 23 3.6 Justification of the study 23 3.7 Ethical considerations 23 3.8 Data analysis 24 CHAPTER FOUR 25 RESULTS AND DISCUSSION 25 4.0 Introduction 25 4.1 Results of objectives (i) and (iii) 25 Table 4.1: background characteristics of the Mathematics Teachers in Bukulula Sub County 26 4.1.1 Sex 27 Figure 4.1.1: A pie chart showing the distribution of gender respondents 27 4.1.2 Length of Time Served (level of experience) 27 Figure 4.1.2: A pie chart showing the distribution of respondents basing on the level of experience 28 4.1.3 Qualification 28 Figure 4.1.3: A pie chart showing the distribution of respondents basing on qualification 29 4.1.4 Age of the Teachers 29 Figure 4.1.4: A pie chart showing the distribution of respondents basing on the age of teachers 29 4.1.5 Periods Handled per Week 29 Figure 4.1.5: A pie chart showing the distribution of teaching periods handled per week 30 4.1.6 Ilow often Teachers Test Learners 30
vii Figure 4.1.6: A pie chart showing the distribution of teacher respondents on the teachers’ assessment per week 31 4.2 Teachers’ Assessment of students’ Academic Performance in Mathematics in respect to workload and adequacy of instructional materials 32 Table 4.2.1: Assessment of Teaching Work Load and Adequacy of Instructional materials by the Mathematics Teachers in the Study 32 4.2.1 Teaching Workload 33 Figure 4.2.1: A bar graph showing the distribution of teaching work load as per the findings 33 4.2.2 Adequacy of Instructional Materials 34 Figure 4.2.3: A bar graph showing the adequacy of instructional materials involving mean and standard deviation 36 4.3 Students’ Performance in Mathematics 37 Table 4.3. 1: students’ Academic Performance in Mathematics in government aided secondary Schools 37 CHAPTER FIVE 39 SUMMARY, CONCLUSION AND RECOMMENDATIONS 39 5.0 Introduction 39 5.1 Key Findings 39 5.2 Conclusion 40 5.3 Recommendations 40 5.4 Areas for Further Study 40 References 42 APPENDICES 45
viii CHAPTER ONE
INTRODUCTION
1.0 Background of the Study Some academic institutions are started with the aim of academic performance which refers to the quality and quantity of knowledge, skills techniques and positive attitudes, behavior and philosophy that learners achieve or acquire [I]. This academic performance in Mathematics is evaluated by the marks and grades that the students attain in a test or examination which is done at the end of a topic, school term, and year or education cycle. The scores and grades that each student obtains measure the degree of achievement.
The quality of the grade and the number of candidates who pass in various grades determine the level of academic performance in a given class or institution in a given period in a particular examination, be it internal or public [1]. According to [2], academic performance is frequently defined in terms of mathematics examination performance. In this study academic performance in mathematics will be characterized by performance in class exercises, weekly tests, end of term and end of year examinations. This study will consider over all academic performance at Uganda certificate of education examinations as the sum total and product of the casual factors. A study by [3] reveals that there is a significant relationship between teachers’ gender and pupils’ academic achievement.
The challenge of poor academic performance has been of concern ever since modern education was introduced and is not confined to developing countries alone. Studies such as those by [4], show that nearly every country suffers some level of poor performance in mathematics. There is also poor academic achievement in the United States of America (United Nations Education Scientific and Cultural Organization)
A report about educational efforts reveals that India has reached almost universal enrollment in secondary education, but grade repetitions are common. As a result, completion rates are substantially lower than enrollment, and many children abandon school with relatively low levels of completion in education
In the efforts to fulfill the obligation to provide education, Uganda adopted the Universal Primary Education program in 1997. The UPE policy (1997) and the USE policy (2007) categorize the role of government as the payment of salaries to teachers in public schools, the provision of text books and other instructional equipment and carrying out monitoring and supervision of the teaching learning process to ensure that the programs bring about lasting fruits. The same policies ascribe to the parents the duties of providing scholastic requirements such as exercise books, school uniforms and to ensure that these school going children great meals. The [8] reveals that teachers’ professional qualifications and leaching experience have significant relationship with academic achievement. [5] observed that teacher’s experience contributes to several non-test score outcomes such as: amount of time spent reading for pleasure and completing homework, number of days absent, and number of repeated disruptive offenses. This study also revealed that teachers’ workload has a significant effect on academic achievement. Schools where teacher have 25 lessons or less registered higher mean scores compared to schools where teachers had 26 lessons or more.
Students’ performance in Mathematics has remained a concern for Uganda as a nation. According to a report by Ministry of Education and Sports Statistics, one of the challenges hitting the education system of Uganda is poor academic performance. As for Kalungu District, the academic performance in mathematics at secondary level is even worse. Bukulula Sub County has four government-aided secondary schools.
1.1 Statement of the Problem Education has been accepted as a basic human right that is to be provided to all children or citizens of a country (UNESCO, 2004). According to UNESCO educational opportunities should be offered to every child worldwide. The government of Uganda has made an effort to make education accessible to all and improve the quality of education at all levels. After her establishment in 2010, Kalungu’s academic performance was announced low with 41% failing Mathematics. Following the announcement of these results, the District Education Committee considered reinforcing the education sector by inviting Mathematic teachers for work-shops about pedagogy, establishing a teachers’ resource centre, prompt payment of teachers’ salaries and UNEB training of teachers on marking tips. The Government has recruited qualified teachers in schools, reviewed curriculum, availed teaching and learning resources, paid teacher’s salaries and constructed classroom blocks. Despite these efforts students’ academic performance in Mathematics in government aided secondary schools has been persistently and alarmingly low. Previous studies [7, 6, 17] have indicated that key factors explai ii ing students,’ academic performance in mathematics is basically teacher related. However, it is not yet established how teacher perceives the work load and adequacy
2 of instructional materials. The findings in this study will go a long way in bridging the knowledge gap.
1.2 OBJECTIVES
1.2.1 General Objective To assess the impact of teacher’s related factors on poor students’ academic performance.
1.2.2 Specific Objectives
(i) To assess how teachers’ gender affects students’ academic performance in government aided secondary schools.
(ii) To determine the teachers assessment of students’ academic performance in mathematics in respect to workload and adequacy of instructional materials.
(iii) To investigate how teacher’s age and level of experience affect students’ academic performance in government aided secondary schools
1 .3 Research Questions
(i) How does teachers’ gender affect student’s academic performance in mathematics in government aided secondary Schools?
(ii) How does teacher’s work to assess students’ academic performance in mathematics in respect to workload and adequacy of instructional materials?
(iii) How does teachers’ age and level of experience affect student’s academic performance in mathematics in government aided secondary schools?
1 .4 Significance of the Study 1.4.1 Teachers:
The study helps teachers to revisit their teaching styles and improve on their teaching methods for the betterment of students’ academic performance in mathematics.
1.4.2 School Head Teachers:
The studies informs the head teacher about the pivotal role played by teacher related factors and so improve them for better students, academic performance in mathematics.
9 1.4.3 Individual Learners:
The study helps to sensitize the learners about the value of mathematics and the role they need to play for better mathematics grades.
1.4.4 Other Researchers:
The study added to the existing body of knowledge and act as a beginning point for later researchers in similar studies.
1.5 Scope of the Study The study variables are gender, level of experience of the teachers, assessment of teachers’ workload and adequacy of instruction materials as independent variables. The dependent variable was UCE students’ academic performance iii mathematics. The study was conducted in the four government aided schools of Bukulula sub county, which is one of the five sub counties of Kalungu District. Bukulula Sub County is bordered on the south by Masaka District in the south, Lukaya town council in the east, Kyamulibwa Sub County in the west and Lwabenge Sub County in the north. The study sought responses from teachers as main respondents’ and some students in senior four. Data was collected during the month of July, 2018.
1.6 Theoretical Framework The theory to underpin this study was the System’s theory input-output model developed. The theory, according to him, postulates that an organized enterprise does not exist in a vacuum; it is dependent on the input factors which are at play and geared towards productivity. They add that the inputs include those factors which affect the outputs. As adapted for this study, the inputs include the teacher related factors which eventually determine the quality of learning and so the academic performance of students. When learners get into the secondary school system, the management of the learning transforms them through the process of teaching and learning and the students output is seen through their academic performance in mathematics tests and examinations. [9]
As for this study, the inputs are the students and the teacher related factors which include teachers’ gender, teachers’ experience , teachers’ qualification, teacher’s work load and administration of students’ continuous assessment tests preparing the students for the final summative evaluation administered as Uganda Certificate of Education Examinations (UCE)
4 by Uganda National Examination Board (UNEB). The researcher established the effect of teacher related factors on students academic performance in mathematics in secondary schools of Bukulula sub county, Kalungu District.
1.7 Conceptual Framework The conceptualization of this study has been influenced by the Systems theory Input-Output model advanced by [9]. This section proposes a conceptual framework within which the concept, mathematics academic performance is treated in this work. The selection of the model is based on the assumption that, the quality of input invariably and what happens during the process affects quality of output in this case academic performance.
According to Fig.1 below, teacher related factors are linked to academic performance. The figure shows that academic performance in mathematics is dependent on teacher related factors. As postulated by [10], students subjected to conducive teaching and learning environment are likely to perform better than their counter parts where teacher factors are not favorable. The researcher would like to prove how far this is true.
5 Independent Variable Dependent Variable
Factors Students’ performance in
o Teachers’ sex mathematics
o Teaches’ experience o UCE performance in
o Teachers’ qualification mathematics
e Teachers’ work load
o Administration of pupils continuous assessment test
o Adequacy of instructional materials
Figure 1: Conceptual Framework of the Study
1.8 Operational Definition of Terms
1.8.1 Teachers’ Gender:
This refers to whether the teacher is a male or female. This was conceptualized that both male and female teachers are made to handle mathematics in secondary schools.[3]
1.8.2 Teachers’ Experience:
As for this study, this refers to the number of years one has spent in the teaching service. This was conceptualized as on the basis that the ability to deliverer in the classroom setting increases with the length of service. This was measured using ordinal scale in terms of years ranging I -3, 4- 6. 7-9 and Over 9 years.[5]
1.8.3 Teachers’ Qualification:
This refers to the highest professional qualification attained by a teacher. This was conceptualized on the basis that any accumulated qualification improves the ability and pedagogical skills to deliver in a mathematics class. This was measured ranging from; Untrained teacher, Certificate, Diploma, Degree, Masters and above.[1 3)
6 1.8.4 Teacher’s Work Load:
This refers to the number of periods handled by the teacher per week. This was conceptualized on the basis that secondary school teachers are supposed to be fully present at school and handle a minimum of 24 periods and a maximum of 28 periods though others teach even more as may be dictated by the curriculurn.[8]
1.8.5 Administration of students’ Continuous Assessment Test:
As for this study, Assessment of leaning refers the quality and quantity of evaluation the learners are subjected to. This takes shape of daily class exercises, topical tests, end of week tests, and end of term/year examinations. This was thought of as affecting the attitude and competence of learners towards mathematics. This was measured in basing on the average frequency of administration of the continuous assessment tests and assignment. [1 5J
1.8.6 Adequacy of Instructional Materials:
As for this study, these refer to those elements that help the teacher in reinforcing learning. They may be audiovisual or visual materials. They include geometry tools, flip charts, and numerical cards among others. This will be thought of as affecting the learning process and so the performance of learners in mathematics. This was measured in basing on the number of available teaching learning materials. [24]
7 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
In this chapter, covers the reviewed related literature sources from various scholars about teachers’ factors that are related to students’ academic performance. The reviewed literature review is structured according to the specific objectives conceptual framework.
2.1 Teacher Related Factors
The factors considered in this literature review are based on personal profile of the teachers, workload and availability of instructional materials.
2.2 Sex
It is revealed that there is a significant relationship between teachers’ gender and students’ academic achievement.
He states that that being assigned to a female teacher is associated with lower math test scores for female students in 8th grade. He does not focus on math achievement; he solely focuses on achievement in English, history, and science. He found out that a female teacher has a large positive effect on history outcomes for female students. He also finds smaller positive effects in English and science but these effects are not statistically significant at conventional levels.{1 I]
Most of the existing research in economics has focused on the effect of having a female teacher on different academic outcomes, especially performance in math and the choice of a math and science major, of female students. These studies either find having a female teacher has a positive effect on female student achievement outcomes and perhaps it is not surprising that they find this positive effect or no effect because female teachers in higher levels of education, particularly those from highly selective post-secondary institutions, are unlikely to suffer from math anxiety given they generally have stronger math backgrounds than their elementary school counterparts. [12]
Any study analyzing the effect of teachers on student achievement has to deal with two important potential identification problems that might bias the conventional estimates. First,
8 schools assign students to teachers non—randomly, even within subjects and grade levels. In the current context, if high achieving and better motivated students are more likely to be assigned to male teachers, then the effect of having a male teacher on achievement in Mathematics will be overstated. [13]
It is revealed that the more anxious female secondary school teachers are in math classes and the more likely female students are to endorse the stereotypes “boys are good at math, and girls are good at reading,” the lower the math achievement of female students relative to male students or female students without such a belief. He also examine the effect of teacher gender on male and female student test score outcomes in grades 6 through 10. They find that female teachers positively impact the test scores (math and reading) of-students, irrespective of gender, in these higher grades. Given that they find an effect for both male and female students, their results may be due to the non-random assignment of female teachers to classrooms with high performing students in math or average quality differences between male and female teachers in their data, thus the need for this study which will use simple ran sampling. In addition, the analysis in his study is based on a very small sample (17 teachers, 65 female students, and 52 male students) from one urban school district (1 school) in the Midwest and they are unable to examine the relative effectiveness of male and female teachers on the achievement outcomes of male and female students due to an insufficient sample of male teachers. It appeal’s to be based on a very small number of male teachers in grades 3 through 5 in Florida only and they do not account for classroom fixed effects, nor do they formally test the differential effect of a female teacher on male and female student test score outcomes. [14]
2.3 Teachers’ Experience and Stuclents~ Performance
He investigated the relationship between selected teachers’ demographic characteristics and classroom instructional practices and students’ academic achievement in selected secondary schools in Nyandarua County, Kenya. Participants in the study are drawn from one hundred and fifty three teachers selected randomly from eighteen schools in three districts in the County. The study reveals that teachers’ professional qualifications and teaching experience have significant relationship with academic achievernent.[8]
The knowledge that teachers need about students in order to connect with them is gained through interaction. It is observed that teacher’s experience contributes to several non-test
9 score outcomes such as: amount of time spent reading for pleasure and completing homework, number of days absent, and number of repeated disruptive offenses.[15,5]
For a study conducted to examine whether years of teaching experience and teacher’s degree level have an effect on overall achievement of students on the communication arts and mathematics sections of the Missouri Assessment Program and reveal that years of experience, as well as the interaction between years of experience and degree level, has an effect on student achievement in both communication arts and mathematics.[ 16]
Teacher experience has a significant effect on student performance in secondary schools. Experienced teachers have a richer background of experience to draw from and can contribute insight and ideas to the course of teaching and learning, are open to correction and are less dictatorial in classroom. Teachers’ experience and student achievement is related in such a way that students taught by more experienced teachers achieve at a higher level, because their teachers have mastered the content and acquired classroom management skills to deal with different types of classroom problems [17].
Furthermore, more experienced teachers are considered to be more able to concentrate on the most appropriate way to teach particular topics to students who differ in their abilities, prior knowledge and backgrounds [I 8].
In contrast, a small number of studies suggest that teacher experience effects may be evident for a longer period of time. According to [19], he also states that experience has a significant positive effect on elementary student achievement among teachers during their first seven years of teaching. As for[16] reveals that at the high school level, students taught by teachers with more than nine years of experience had significantly higher test scores than students whose teachers had five to nine years of experience.[19,16]
For [5] suggests that teachers’ effectiveness increases dramatically each year during the first ten years of teaching”. In the extreme case, [8] found out that evidence of growing teacher effectiveness out to 20 or more years in their analyses of North Carolina teacher data; although more than half of the gains in teacher effectiveness occurred during the first few years ofteaching.[5,8]
10 2.4 Teachers’ Qualification and Students’ Performance
He studied the impact of teacher’s qualification on the performance of Secondary arts subject studies in Eastern Uganda. A cross-sectional survey design was adopted with a sample size of 128 Senior Secondary Schools arts teachers. Their findings reveal that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. [20]
Teachers’ qualifications are cognizant of the debate surrounding questions raised by the utility of teacher education with particular focus on whether certified teachers are generally more effective than those who have not met the testing and training requirements for certification. Their study report that certi fled teachers consistently produce stronger student achievement gains than do uncertified teachers.[21]
In a study to assess the relationship between teacher certification and student performance, this uses six years of panel data on students and teachers to evaluate the effectiveness of recently hired teachers in the New York Public schools. Upon classification and analysis of teachers based on their certification status in their year of hire, research findings reveal that Certified, uncertified, international, and alternative certified (AC) teachers differ along a number of observable dimensions. For instance, the fraction of teachers who are black or Hispanic is found to be lower among regularly certified teachers and TFA corps members (about 20%) than among Teaching Fellows (3 0%) uncertified teachers (49%), or international teachers (48%). Consequently, there is more likelihood that certified teachers and international recruits will have graduate education than other groups. Their findings reveal that on average, the initial certification status of a teacher has small impacts on student test performance. [1 3]
Certification status is a measure of teacher qualifications that combines aspects of knowledge about subject matter and about teaching and learning. This maintains that fully prepared and certified teachers are better rated and more successful than teachers without this preparation. Evidence is drawn from research that spans across the last 30 years. Such evidence dispels populist beliefs that teaching is best learned, to the extent that it can be learned at all, by trial and error on the job.[19,8]
A descriptive study carried out in Nigeria to examine the number of qualified teachers and its relationship to students’ academic performance in public secondary schools. Twenty-one (21)
11 public secondary schools, one in each Government Areas from a population of thirty-one (31) in the Osun State, Nigeria are sampled. Study findings reveal that teachers’ qualifications, experience and teacher-student ratio are significantly related to students’ academic performance. The researcher recommended that the findings could be used to guide planners about the need for hiring qualified teachers for effective teaching and learning in secondary schools in Nigeria. [7]
The investigation of teacher-related factors associated with performance in mathematics carried out in public day secondary schools in Nandi Central district, Kenya. A total of seventy-four (74) mathematics teachers participated in the study. Sampling techniques used to obtain the samples for the study included: stratified, random, and purposive. A questionnaire was used to collect data which had been validated and subjected to a pilot study to establish its reliability. Descriptive statistics and inferential statistic (t-test) were used to analyze the data. Based on the findings of the study, a majority of mathematics teachers in Nandi Central district public day primary schools are found to be trained with a teaching experience of between 11-20 years.[1 5]
He studied the effect of teachers’ qualification on students’ performance in mathematics. Three hundred students were randomly selected from ten schools out of sixteen schools on purpose in Ikere Local Government Area of Ekiti State. The criterion for the selection of mathematics teachers was based on teacher qualification. T-test statistic was used to test the three hypotheses in the study. According to the results, there is a significant difference in the performances of students taught by professional teachers. The difference is also registered between students taught by NCE (Nigeria Certificate in Education) teachers and B.Sc Ed. Teachers and also between B.Sc teachers and B.Sc. Ed. teachers. [6]
The investigation of factors affecting students’ performance in English language subject in Zanzibar’s Secondary Schools was as follows. Data were collected using interviews, classroom observation, questionnaire and documentary review. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. However, students’ performance is affected by shortage of English teachers. The findings reveal that due to incompetence from untrained and un-qualified teachers, cases of unprofessional malpractices such as skipping topics deemed difficult were prevalent.[22]
12 A study on Teacher characteristics and students’ academic achievement in Biology carried out in schools, in Nandi south district, Kenya. A sample of 20 schools and 20 Biology teachers were purposively selected. Data collected were analyzed using descriptive and inferential statistics (SPSS Version 7). Findings reveal that teachersu qualification does not influence students’ academic achievement. [23]
2.5 Teacher& Workload
It is found out that teachers’ workload has a significant effect on academic achievement. Schools where teacher have 25 lessons or less register higher mean scores compared to schools where teachers have 26 lessons or more. The finding agrees that teachers’ workload is one of the factors that inhibited students’ academic achievement. The findings point to the negative impact of increased workload for teachers on the teaching - learning process and therefore the researcher would like to find out how far this is true.[8,3]
2.6 Assessment of Learning
Evaluation is generally understood as testing, that is, a reliable procedure for collecting summative data, but it can also refer to the making of inferences based upon students’ performances on “authentic” learning activities, whether the inferences are for summative or formative purposes [28]. In addition, continuous quality improvement in formal learning depends upon well-conceived approaches to evaluation that have both formative and summative functions. The fact that assessment influences students’ academic performance in mathematics among secondary schools of Bukulula Sub County is yet to be found out by this study. Assignments have been cited as a critical ingredient in the teaching and learning process as they serve as a diagnostic tool for teaching and learning process . The study report that the number of assignments that a teacher gave students, teachers ensuring that students completed the assignments and timely marking of the assignments significantly affected academic achievement. The findings therefore argue that in recent years, the assessment children’s mathematical achievement and attainment has become an increasingly prominent aspect of the mathematics curriculum. They also see that although mathematical assessment and testing of children has always taken place in schools, it has now assumed a greater importance. Although there are sound arguments for the assessment of mathematics being an integral part of what happens in schools and classrooms, teachers and mathematics educators express concern that assessment and testing, in particular, may have an undue influence on
in Ii the way mathematics is taught and learned. Whether assessment influences mathematics performance in Bukulula Sub County is yet to be established by this study.[28,4]
He advises teachers that the form of assessment which is most immediately apparent to a student is the marking of written work; this may be routine class work or a more formal test. Such marking heeds to be both diagnostic and supportive. Note in their report that examinations in mathematics that consist only of timed written papers cannot, by their nature, assess ability to undertake practical and investigational work or ability to carry out work of an extended nature. They cannot access skills of mental computation or ability to discuss mathematics nor, other than in very limited ways, qualities of perseverance and inventiveness.[28,l 6]
Work and qualities of this kind can only be assessed in the classroom and such assessment needs to be made over an extended period [28]. However, the level to which students’ learning of mathematics is assessed and how the assessment results are used as a feedback in enhancing mathematics teaching in Bukulula Sub County has not been documented.
2.7 Performance in Mathematics
Learning opportunities are not created simply by good classroom management practices; instead, the level and kind of thinking in which the students engage determine learning gains. Mathematical instructional tasks can be examined in terms of the cognitive level a learning task demands. He pointed that cognitive demand refers to the kind and level of student thoughts required to engage with and work out mathematics tasks. They also noted that the level of cognitive demand is an aspect associated more with the student even though the teacher controls and directs the required level for his or her students.[l 0]
The literature on quality of education includes other teacher attributes such as attitudes, background characteristics, and instructional practices. This suggests that overall, teaching quality indicators are positively related to student achievement. However, as observed ; the teacher instructional practices have the most proximal association with student achievement. On one hand, this implies that instructional practices have direct influence on student learning.[15,3, 7]
On the other hand, teacher background characteristics and teacher attitudes infi uence learning indirectly through association with instructional practices. A 46-country study suggests that
14 countries with better teacher quality produce higher mathematics achievement. The study further shows that larger opportunity gaps in access to qualified teachers did not predict achievement gaps between high socio-economic and low socio-econornic students. Improvement of teaching qua! ity is the driving force for improving student achievement and, thus, promoting a nation’s economic competitiveness [7].
A major finding of qualitative studies on mathematics instruction is that the range of teaching strategies, alternative mathematical representations, and explanations at the disposal of a teacher during instruction is largely dependent on conceptual understanding of the subject. The inadequate knowledge limits a teacher’s capacity to explain and represent the content to students in a sense-making way. An emerging body of literature on teaching mathematics has coalesced on five interdependent strands of proficiency in mathematics. [23]
2.8 Adequacy of Instructional Aids
Instructional materials, sometimes known as teaching resources, audio visuals aids refer to those materials that support or aid the learner in understanding of the concepts or ideas presented to the learner in a learning environment or situation. These are the materials that teachers use to assist learning and also increase interest in learning. Teachers use such resources to enhance learner’s participation in class activities for effective learning [28].
The use of teaching resources is important because they motivate learners to learn as they offer stimulus variation and assist in sustaining learners’ attention throughout the lesson. Learning resources clarify information, sometimes a concept may be complex and words alone cannot offer a clean explanation. Additionally, the print media make learning practical and the learners can see models which make learning real or represent real things. Learning materials are meant to stimulate the total growth and development of children. He pointed out that materials in the typical general education classroom tend to be limited in scope. Commonly found supplies such as textbooks may be supplemented with pupil’s workbooks or worksheets. Sometimes manipulative and specific multimedia such as number-line sets for math, a globe for social studies, or videos, software, and Internet resources may be used to support learning. These tools typically function as add-ons to the curriculum rather than as an
15 embedded tool for delivering the curriculum. Alternative formats of basic materials can also be provided for students with disabilities, such as Braille texts for students who are blind,
large print text for students with low vision and CDs with audio output for students with dyslexia. [24]
Moreover, he asserted that materials in a Universal Design for Learning (UDL) classroom are different. These materials are used to give pupils multiple means of representation of concepts, multiple means of engaging in learning the concepts, and multiple means of expression for them to demonstrate what they have learned. In a UDL classroom, instruction is more flexible and provides accessibility for all pupils. Teachers who use the principles of UDL in their classroom recognize that instruction does not come as a one-size-fits-all design. This content can include adding hyperlinks and glossaries. It might also include graphs, animation, and videos linked within the body of materials to aid understanding and expand content experience to demonstrate a concept. [26]
The UDL principles help teachers create classrooms where students can use technologies to move beyond being academic observers. These principles provide a model for self-actuated learning and universal access for all students. Regardless of students’ disabilities or differentiated learning styles, every student needs and has the right to access the curriculum. UDL should be part of the initial design of the curriculum, learning environments, and assessments.[I 9]
The use of teaching resources is important because they motivate learners to learn as they offer stimulus variation and assist in sustaining learners’ attention, throughout the lesson. Learning resources clarify information, sometimes a concept may be complex and words alone cannot offer a clean explanation. Instructional materials stimulate lively class discussion after watching a film in a class or listening to a radio. They also challenge independent thinking especially when used individually in an assignment or as a class activity. Learning resources also increases learning. Learning resources generate more interest and create a situation where the learner would fully engage in classroom and outdoor activities. [24]
Instructional materials stimulate lively class discussion after watching a film in a class or listening “to a radio , the proponents continue to argue that instructional materials challenge independent thinking especially when used individually in an assignment or as a class
16 activity. Learning resources also increases learning. Learning resources generate more interest and create a situation where the learner would fully engage in classroom and outdoor activities. The adequate use of learning resources also gives the learner a practical experience which can help selection of learning concepts more easily. Instructional materials provide information, organize the scope and sequence of the information presented, and provide opportunities for pupils to use what they have taught. They also reveal that students perform better when they have books or study aids to foster their learning. These study aids or material resources could be textbooks, teachers guides, wall pictures, maps, atlases and other learning aids. The availability and use of teaching and learning materials affect the effectiveness of a teacher’s lessons and even performance. The availability and rate of usage in secondary schools ofBukulula Sub County is yet to be established by this study.[l]
Similarly the teaching and learning resources are all materials and equipment used to enhance effective learning. A teacher selects, develops and reorganizes teaching and learning resources for effective teaching. A teacher is, therefore, the most important teaching and learning resource. The teaching and learning resources make a learning environment more realistic and interesting. Resources foster understanding of the content being learned. The teaching and learning resources therefore, enhance pupil performance. Therefore well trained personnel are important for the success of schools, so are equipment and supplies. An educational curriculum will be meaningless without teaching and learning materials such as textbooks, chalk, visual aids, maps, charts and other supplies. Improving quality of education should be a priority even where enrollment has not reached universal levels [25, 27]
The availability, provision and the use of teaching and learning materials go a long way to improve quality teaching which enhances academic performance. The proponent continues to argue that there is a significant relationship between the use of recommended textbooks and academic performance. In a comprehensive review of activity based learning in mathematics, concluded that using manipulative materials produces greater achievement than not using them. This also note that the long term use of concert instructional materials by teachers knowledgeable in their use improves students achievement and attitudes.[27,12]
A study conducted reveals that students’ academic performance in mathematics depends a great deal on the instructional materials used. This is because instructional materials help to make instructions practical and real thereby facilitating the understanding of the instruction. Most instructional materials require finance so educational administrators during educational budgeting make provision for instructional materials. The use of teaching! learning aids and their effect in Bukulula Sub County to enhance learning and performance in mathematics is yet to be established by this study. [28]
Instructional material s are critical ingredients in learning and the “intended program cannot be easily implemented without them. Instructional materials provide information and opportunities for students to use what they have learnt, without resource materials and facilities, the teacher may not be able to set the objectives that he would like his students to attain. It would mean that students cannot be taught using the most suitable methods. In case of lack of resources and facilities the teacher should be innovative enough to improvise and provide alternatives using local materials.[26]
The study on relationship between educational resources and students’ academic performance in Lagos state Nigeria found that, lack of relevant teaching materials caused dismal students’ performance. Teaching and learning activities can be obtained through cultivating students’ creativity and motivation by away of linking the classroom with natural and social environment. They found out that students’ poor achievement is mainly caused by lack of relevant textbooks which are tailored to the requirements of the curriculum and lack of other publications and handbooks.[29]
Teachers need to use resources to enhance learner’s participation in class activities for effective learning. Since learners’ interest and abilities are varied, the teacher needs to select and use a wide variety of resources in teaching in order to take care of individual differences in class such resources include learners printed materials such as magazines, books and journals which are crucial in their learning process .Therefore when learners come to school
with their own learning materials; it is the responsibility of the teachers to use what the learners come with to effect learning. Learning materials are drawn from learners’ experience.
The learning resources include, print electronic, models and multi-media, and print media which refers to books, magazines, newspaper, chart, map and posters.[30]
The adequate use of learning resources also gives the learner a practical experience which can help selection of learning concepts more easily. Utilization of learning resources and performance are closely related because learners are able to master the learning strategies. This mastery comes after learners are exposed to a number of objects. He recommends that learners should be allowed to learn in which suits the preferred style of learning.[5]
18 The use of variety of learning resources, gives learners an opportunity to learn their own learning style they continue to point out that learners learn and perform better when their classroom is well organized to give enough space to them and provide arrangement of starting points. Interactive displays in the pre-school and collections of carefully selected resources, entice the learners to explore a wide range of ideas.[4]
It is well known among educators that the educational experience involving the learner actively participating in concrete examples are retained longer than abstract experiences. In the same vein, this emphasizes that concrete experience facilities learning and the acquisition, retention and usability of abstract symbols. Further for learning to take place, learners must have access to necessary information materials and resources. They have to interact with tangible and intangible resources to ensure some level of perforrnance.[19, 17,24]
Therefore without the teacher who is knowledgeable, educational material cannot create change and progress. However, schools with abundantly resources not always utilize them efficiently and consequently fail to raise student’s level of performance. On the other hand schools with limited resources may utilize what they have efficiently and this may boost learning and students should be able to maximize and utilize available resources so as to adequately achieve educational objectives. [27,29]
The resources may be available in the library and even identified bibliographically as relevant to ones subject of interest but the user may not be able to lay hands on them. The more accessible information sources are the more likely they are to be used because readers tend to use information sources that require the least effort to access. This study will ascertain the availability and utilization of instructional for effective teaching and learning and so, find out the effect of such on academic performance in mathematics in secondary schools in Bukulula Sub County.[30]
2.9 Summary and Research Identified Gal)
From the studies cited above, there is evidence that teacher related factors influence secondary school mathematics performance. The factors discussed in the literature review include; availability of physical facilities [29, 30, 24, 1] adequacy of instructional materials [1, 17, 18,28].
19 This study finds out the influence of teacher related factors on mathematics performance in government aided secondary schools of Bukulula Sub County.
20 CHAPTER THREE
METHODOLOGY 3.0 Introduction
This chapter highlighted the methods that the researcher employed. It included the research design, location of the study, population of the study, sampling and sampling procedure, research instruments, methods of data collection, validity and reliability of instruments, data collection procedure and data analysis.
3.1 Research Design
The study used qualitative and quantitative approaches with descriptive and correlation research designs. Descriptive design helped the researcher in describing situations as they are and providing a description that is as factual and accurate as possible. The study took the quantitative approach because it has a number of variables which were measured in terms of numbers, analyzed and interpreted with statistical procedures while the qualitative approach dealt with the attributes of the respondents such as feelings, suggestions and opinions on the subject under study. Qualitative data was obtained using the interview guide.
3.2 Population of the Study
The population of this study was 64 teachers and 24 senior four students. The researcher selected purposively the 4 government aided secondary schools in Bukulula sub county. This is because mathematics was poorly done, following the UCE results of 2015 and 2016 as well as 2017 despite the fact that government is supporting these secondary schools.
3.3 Sample Size
A sample size of 58 teachers as main respondents and 20 students as key informants is to be used, The sample size for teachers was obtained using the Morgan and Krejcie (1970) table. The researcher used this formula to establish the sample size for each school.
21 Table 3.1: Distribution of teacher respondents based on Schools
Secondary School Number of teachers Sample
1) Mukokos.s — 20 19 2) Lugasa Quran s~s 17 15 3) Kasaali s.s 15 14 4) Buyiikuuzi s.s 12 10 Total 64 58 Source: primary data (2018)
The study will consider the worst performed government aided secondary schools in Bukulula Sub County, with a total enrollment of 64 teachers. Of these, 58 were selected randomly for the study. The teachers were selected because they all qualify to teach all subjects at secondary level.
Table 3.2: Distribution of students respondents based on schools
Secondary school Number of students Sample
1) MukokoS.S 05 04
2) Lugasa Quran S.S 05 04
3) Kasaali S.S 07 06
4) Buyiikuuzi S.S 07 06
Total 24 20
Source: primary data (2018)
The population of student’s respondents was 24 senior four students and a sample size of 20 senior four secondary students including head prefect and one in charge of education (education Minister) was purposively selected from each school.
3.4 Research Instruments This study made use of a questionnaire and interview guide to get data from the respondents. The questionnaire was structured into sections seeking personal information, questions about
22 the independent variable and the dependent variable. The questionnaires were supplied to 58 teachers selected from the four governments aided schools involved in the study. The questionnaire was used because it is the main method of data collection in addition to being cheap and time saving~ The questionnaire was used to collect quantitative data from the teacher respondents in acoordance with the research questions, hypothesis and research objectives. The responses to quantitative data were interpreted as ordinal data.
Responses from the secondary students as key informants were obtained by taking them through the interview guide to obtain oral information/data for qualitative findings.
3.5 Data Collection Procedure
To collect data, the researcher got an introduction letter from the head of department (COEDL) before proceeding to the area of study. Permission was sought from, the school administrators and appointments were made with the respondents. The researcher explained the purpose of the study and this guaranteed the confidentiality of the information for academic purposes only. Teachers respondents selected were requested to take the questionnaire and fill them in. Later, the researcher sought responses from secondary students including head prefect and education minister with regard to the interview guida
3.6 JustIfication of the study (i) Validity; According to the researchers findings, the data to be collected was considered reliable because of the use of simple methods of qualitative and quantitative collection methods used and the analysis methods documented
(ii). Reliabifity; The data in this research paper is very reliable and responsive to the needs of people in Uganda especially school planners and curriculum developers, community and student fraternity in the selected region
3.7 EthIcal considerations The researcher considered the research values of voluntary participation, anonymity and protection of respondents from any possible harm that could arise from participating in the study. Thus the researcher the researcher also assured the respondents of confidentiality of the information given and protection from any possible harm that could arise from the study since the findings would be used for the intended purposes only. The respondents were to be provided with feedback about the findings ofthe study
23 3.8 Data analysis After a successful data collection, the researcher was cleaned, sorted, coded and entered it into the computer. This is where quantitative data was analyzed using Statistical package for social scientific research software (SPSS) version 20. The aim of using this program was that, its ability to use large amount of data and easy to analyze and interpret the findings. All objectives were analyzed using descriptive statistics where frequencies, counts and percentages applied. Qualitative data was analyzed thematically to derive trends.
24 CHAPTER FOUR
RESULTS AND DISCUSSION 4.0 Introduction
This chapter covers results and findings of the study. The general objective of this study was to assess the impacts of teacher related factors on students’ poor academic performance in mathematics in government aided secondary schools of Bukulula Sub County, Kalungu District, Uganda. The specific objectives were to assess how teachers’ gender affects students’ academic performance in government aided secondary schools of Bukulula Sub County in Kalungu District, to find out the teachers assessment of students’’ academic performance in mathematics becomes difficult in government aided secondary schools of Bukulula Sub County in respect to workload and adequacy of instructional materials, to investigate how teacher’s age and level of experience affect students academic performance in government aided secondary schools of Bukulula Sub County, Kalungu District.
Data was analyzed using descriptive statistics using means, standard deviations, frequencies and percentages. The findings of the study are presented and discussed as per the specific objectives.
4.1 Results of objectives (i) and (iii)
Objectives (i) and (iii) give the background characteristics of the teachers of mathematics. The variables include; sex, work experience, qualification, age. Findings are summarized in Table 3.
25 Table 4.1: background characteristics of the Mathematics Teachers in Bukulula Sub County
Freq. (N = Characteristic Description 58) Percent Sex Male 30 51.7 Female 28 48.3 Length of time served (level of 0-4 years 10 17.2 experience) 5-9 years 14 24.1 10-14 years 14 24.1 over 15 years 20 34.5
Qualification Untrained 15 25.9
Certificate 30 51.7 Diploma 05 8.6 Degree and above 08 13.8
Age 18-22 Years 20 34.5
23-27 10 17.3 28-32 18 31 32-36 05 8.6 over 36 05 8.6
Periods handled per week 24 periods 20 34.5
28 periods 10 17.2 above 28 28 48.3
How often teachers test learners Daily 10 17.2
Weekly 18 31 after two weeks 05 8.6 Monthly 04 6.9 Termly 21 36.2 Source: primary data (2018)
26 4.1.1 Sex
Results in Table 3 regards gender of respondents whereby, 30 (51.7%) were male and 28 (48.3%) female. The results suggest that male respondents dominated the study in Bukulula Sub County. The results have an indication that most teachers who taught Mathematics among secondary schools of Bukulula Sub-County are male. A study by [16] argues that school secondary female teachers adversely impact female students but not male students. This fact which was based on a recent study in the educational psychology literature found that having a female secondary school teacher leads to lower math test scores among female students. 1-lowever, a study by [11] ascertained that being assigned to a female teacher was associated with lower math test scores for female students in 8th grade. The study in Bukulula Sub County did not agree with these findings since most teachers were males. Furthermore, the study concurred with the findings thus also a study by [8] who reported that teachers gender did not significantly affect academic achievement. The findings imply that the negative effect of female teachers on female student math outcomes in Secondary school of Bukulula Sub County is non-trivial particularly if they are taught by female teachers who suffer from math anxiety.
Figure 4.1.1: A pie chart showing the distribution of gender respondents
Sex
ma’e female
4.1.2 Length of Time Served (level of experience) On matters of time served, the findings indicate that a higher number of teachers had served for 5-9 years which was supported by a frequency ofl4 (24.1%), 20 (34.5%) had served for over 15 years, 14 (24.1%) had already spent 10-14 years in the teaching profession as compared to 10 (17.2%) who had only served for a duration of 0-4 years. The findings have an indication that most teachers in secondary schools of Bukulula Sub-county had served for over five years. Figure 4.1.2: A pie chart showing the distribution of respondents basing on the level of experience
Length of time served (level of exeprience)
~0-4 year ~:5-9years 10-14 years over 15 years
4.1.3 Qualification On assessment of teachers qualification, the study ascertained that most thus 30 (5 1.7%) of teachers were certificate holders 5 (8.6%) were diploma holders but most of them had done arts subjects, however 15 (25.9%) and 8 (13.8%) were untrained and degree holders respectively. The study indicated that a majority had attained either a certificate or a diploma qualification. The outcome was consistent with a study by [20], whose findings reveal that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. Moreover, [21] study report that certified teachers consistently produced stronger student achievement gains than do uncertified teachers. Figure 4.1.3: A pie chart showing the distribution of respondents basing on qualification
Qualification
13.8 259 8.6 untrained
certificate
4 diploma degree and above
4.1.4 Age of the Teachers The assessment of the age range of the respondents indicate that the highest frequency were over 36 years with a frequency of 05(8.6%), 1 8 (31 .0%) were of age range between 28-32, 20 (34.5%) were between age range 18-22 years. Moreover 10 (17.3%) were between 23-27 years and finally 05 (8.6%) were in the age range 32-36. The results had an indication that a majority of teachers in Bukulula Sub County who participated in the study were over 44 years. According to [13], who found out that classification and analysis of teachers based on age range and their certification status in their year of hire determined their ability to work.
Figure 4.1.4: A pie chart showing the distribution of respondents basing on the age of teachers
Age 8.6 8.6 18-22 years 34.5 23-27
31 28-32 17.3 ~ v~aI1IP7 32-36 over 36
4.1 .5 Periods Handled per Week An assessment on number of periods handled by teachers in Bukulula Sub county, the results indicate that a majority of respondent had 28 periods which was frequented 10 (17.2%) respectively as compared to 20 (34.5%) who had 24 periods the findings indicate that a minority of respondents taught 28 lessons a week and also above 28. The findings imply that most teachers in Bukulula Sub County, teach for many hours and have a heavy workload, this may result in having more challenges in assessing whether
students have done the right thing. The many hours leave most of the teachers tired and ever in a hurry to fix another lesson unlike concentrating on what students have grasped a case which is common among teachers in Bukulula Sub County.
Figure 4.1.5: A pie chart showing the distribution of teaching periods handled per week
Periods handled per week
24 periods 28 periods above 28
4.1.6 how often Teachers Test Learners
On the assessment of how often teachers tested learners, the findings reveal that a 1 0 (1 7.2%) of teachers tested learners on daily basis, as 18 (31.0%) made the assessment of learners on weekly basis. Furthermore, 4 (6.9%) evaluated learners on a monthly interval as compared to 21 (36.2%) and 05 (8.6%) of teachers who tested students on termly and after two weeks respectively. Figure 4.1.6: A pie chart showing the distribution of teacher respondents on the teachers’ assessment per week
How often teachers test learners
daily weekly after two weeks monthly
51 termly
The results had an indication that many teachers in Bukulula Sub County did not assess their students on daily basis. The findings implied that teachers gave assignments late and at times did not mark them on time since they were in a hurry to complete the syllabus and also to meet the demands of teaching other classes, a case which is evident among teachers in Bukulula Sub—County.
The findings were in harmony with the observations of students as key informants who pointed that:
“Teachers at times don’t have lime Jör us because they were busy with their private activities and at break lime they are ever in meetings or away from school. Students revealed it that some of their teachers owned bodaboda and could disappear away from school to carty out bodaboda riding. Some during rainy seasons come to school late as they carrying out farming in their gardens.” again some students revealed tha4 “My teacher has taken long to give me an assignment”. This shows that there is need for more efforts by the teacher to examine their students regularly on daily basis.
According to continuous assessment guidelines, student’s assessment should be done whenever a unit or a topic is completed but daily assessment is a pre-requisite after every lesson and marking should be on the daily basis to track student’s performance.
The findings were inconsistent with [4] whose study reported that the number of assignments a teacher gave students and timely marking of the assignments significantly affected academic achievement. However, the finding agreed with [3] whose study found that teachers workload was one of the factors that inhibited students’ academic achie~’ement. The findings further pointed to the negative impact of increased workload for teachers on the
teaching - learning process.
4.2 Teachers’ Assessment of students’ Academic Performance in Mathematics in respect to workload and adequacy of instructional materials.
Objective (ii) of the study was to find Out the teachers’ assessment students’ Academic Performance in Mathematics becomes difficult in government aided Schools of Bukulula Sub County in respect to workload and adequacy of instructional materials. During the study mathematics teachers were asked to assess their workload and the adequacy of instructional materials. Findings are presented in Table 4.
Table 4.2.1: Assessment of Teaching Work Load and Adequacy of Instructional materials by the Mathematics Teachers in the Study
Standard deviation Item Mean (SD) Interpretation Teaching workload I don’t get enough time to mark all daily
. 1.6 assignments 0.55 Very Low The class size is more than recommended 4. 14 0.66 High I don’t hold individual—student interaction after 1.88 0.53 Low class I rarely get adequate time to evaluate students in 1.72 0.61 Very Low class Aggregate Mean and SD 2.34 0.59 Low Adequacy of Instructional materials There is enough mathematics textbooks 0.57 0.76 Very Low The school has updated mathematics books 0.71 1.24 Very Low The school has calculating materials 0.43 2.00 Low
I always use couching kits to teach mathematics 0.57 1 .62 Very Low
The school has enough geometrical sets 1 .14 0.1 1 Very Low
9 .5 fi~iiing materials motivate students ~3.6T~ High [T~tatihze various teaching methods 2.29 2.91 Moderate ~e~eanandS~ 1.18 1.76 Low
Legend: 4.20-5.00 (very high,.), 3.40 -4.19, thigh,), 2.60- 3.39 ~nodera1e,), 1.80- 2.59 (low,), 1.00-1. 79 (veiy low,i.
Source: primary data (2018)
4.2.1 Teaching Workload
Study findings in Table 4 indicate a low aggregate mean (2.34, SD = 0.59) implying that teachers in the study had a low teaching workload. The findings suggest that teachers had enough time to mark all daily assignments given to students’, evaluate all students work in class, and were able to hold individual student interaction after class. However, given a high mean (4.14) in particular to class size, they findings suggest that they agreed that the class sizes were more than recommended.
Figure 4.2.1: A bar graph showing the distribution of teaching work load as per the findings
4.5 4 3.5 3 2.5 2 1.5 1 0.5 Mean 0 Standard deviation
33 The results have an implication that teachers in schools of Bukulula Sub county had challenges in dealing with a large number of students enrolled due to availability of Universal Free secondary Education. As noted in Bukulula, it is imperative that many teachers work hard despite the fact that they are overpowered by the number of students they handle. Handling a large number of students, may lead to inadequate time to their assignments and this may have led to failure of students to grasp what their teachers intend them to get and ultimately low grades in mathematics at the end of their study.
From the findings, it is agreeing with key informant’s information that teachers tend to relax, dodge and do not concentrate on students because teachers say they have enough time to mark all students activities and it is contrary to what students say then it needs further research. The findings also indicate that most teachers in the county go to their farms in the morning and at times they are late for class. The key informants pointed that there is a challenge more so on market days when many farmers take farm products to the market and some teachers are involved.
The views from the students as key informants interview guide disagreed with the findings as pointed out that;
‘Some ofthe students interviewed revealed that some of the activities given by teachers were not markec~ a teacher may take a week without looking through your book but just dictates notes, individual teacher interaction is low as some of the classes are congested~ the teacher only reaches those people in front the classroom, one student saic4 assessment is rarely done by teachers “.
4.2.2 Adequacy of Instructional Materials
On the assessment of availability of teaching materials, the findings indicated a very low aggregate (mean = 1.18) which imply that the teachers in the study area disagreed that there were enough/adequate instructional material. However, the high standard deviation (SD 1 .76) suggests that there were high variations in assessment of adequacy of instructional materials by the teachers where while others consider the instruction materials others had different views. A further assessment indicated that schools didn’t have calculating materials, updated mathematics books and couching kits.
The study findings suggest that many times teachers had to consult others to know when they were to teach geometry in order to make their own schedules due to lack of enough instructional materials. It is also common among teachers of Bukulula Sub County to make photocopies of updated textbooks from other colleagues who teach in other schools so as to get updated information, in their endeavor to guide students in understanding mathematical concepts.
Information gathered from the students as key informants pointed that:
“I normally have a problem in using geometrical sets; most students don’t have sets and at times, I have to borrow one from afriend, work at convenient time and then return it to the friend when requested,~ many students get a problem in revising and accessing other activities in textbooks because teachers tell them to re/er to textbooks which are not available. “ Then also the key informants pointed that:
“They rarely perform practical work as their teachers could not make the lessons practical using instructional materials. Group work i.s also rare most of the times; teachers only teach using black board illustration ‘~
The results did not rhyme with a study carried out by [1] which indicated that instructional materials stimulate lively class discussion. The proponents continue to argue that instructional materials challenge independent thinking especially when used individually in an assignment or as a class activity. Furthermore, they also pointed that learning resources generate more interest and create a situation where the learner would fully engage in classroom and outdoor activities a case which is different in Bukulula Sub County where availability and rate of usage of instructional materials is low. This scenario might have triggered failing in Mathematics among students.
3 Figure 4.2.3: A bar graph showing the adequacy of instructional materials involving mean and standard deviation
4 3.5 3 2.5 2 1.5 1 0.5 0 Mean Standard devbiation 4.3 Students’ Performance in Mathematics
Student’s performance in mathematics. The Uganda Certificate of Education (UCE) performance in mathematics was the 4 schools of Bukulula Sub-County, Kalungu District within the year
2011 - 15. Table 5 contains the findings.
Table 4.3.1: students’ Academic Performance in Mathematics in government aided secondary Schools Secondary Schools 2011 2012 2013 2014 2015 Av. %
Mukoko s.s 30.3 56.5 28.9 14.8 34.0 32.9
LugasaQurans.s 4.1 2.3 45.9 40.0 21.8 22.8
Kasaali s.s 34.4 44.0 21.5 10.4 41.4 30.3
Buyiikuuzi s.s 22.7 28.5 9.1 66.6 26.6 30.7
Ave. % 22.9 32.8 26.4 33.0 31.0 29.2
Source: primary data (2018)
The findings generally indicated a very low performance in Mathematics among students in secondary schools of Bukulula, since five year average indicated that 29.2% of students got (9) grade meaning they failed in mathematics. A further assessment on the performance in year 2011 indicated that 22.9% of students failed, in 2012, 32.8% failed while in the year 2013, the results affirmed that 26.4% of students in secondary schools of Bukulula failed in mathematics. Moreover in the year 2014 there was a rise thus to 33.0% of the number of students who failed and finally the same frequency of students maintained a failing grade in the year 2015.
The results indicate that most students failed in mathematics, the findings imply of a possibility of students who have not grasped the mathematical concepts. From the findings many students failed mathematics compared to other subjects. This implied that there is a problem in mathematics performance in Bukulula Sub County. On the interviews of students as key informants:
3 “I peiform poorly because qf hunger; mathematics has complicated formulas; teachers are normally absent; teachers at time give irrelevant examples; in our home we are not good in matheinatics; I find mathematics difficult to concentrate on; some topics in mathematics are
never covered; we are never given remedial studies so as to catch up; I always come late and at time finds mathematics on the mid-way; I have to finish house hold work before going to school; I fear mathematics. I don’t get time to revise mathematics, teachers give few examples, I don’t normally get carry home activities, and we learn mathematics theoretically.”
The findings concurred with a study which suggests that countries with better teacher quality produce higher mathematics achievement. The study further shows that larger opportunity gaps in access to qualified teachers did not predict achievement gaps between high socio-economic and low socio-economic students. Improvement of teaching quality is the driving force for improving student achievement. [12]
3 ChAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter covered the summary, conclusion and recommendations. The general objective of this study was to assess the impact of teacher’s related factors on poor students’ academic performance. The specific objectives were: to assess how teachers’ gender affects students’ academic performance in government aided secondary schools of Bukulula Sub County in Kalungu District, to find out the teachers’ assessment of students’ academic performance in mathematics becomes difficult in government aided secondary schools of Bukulula Sub County in respect to workload and adequacy of instructional materials and to investigate how teacher’s age and level of experience affect students’ academic performance in government aided secondary schools of Bukulula sub county, Kalungu district.
The study was carried out in four schools in Kalungu District among mathematics teachers. The population was 64 teachers; the sample size was 58 teachers as main respondents and 20 students as key informants. The study employed descriptive qualitative research designs. Data was analyzed using descriptive analysis.
5.1 Key Findings
The study found out that male respondents dominated the study since they had served for a length of time. Most teachers had served for over five years and, had attained either a certificate or a diploma qualification. Majority of teachers in Bukulula Sub County who participated in the study were over 44 years of age Majority had taught 28 lessons a week and also at time above 28. The study found out also that the teachers assessed the teaching work load as low (agg. mean
= 2.34; SD 0.59) and also inadequate instructional materials (agg. mean = 1.18; SD = 1.76). Average student’s performance in mathematics was found out to be poor. 5.2 Conclusion
Based on the findings there less teaching workload contrary to what had been thought. This has an implication of the teachers in their profession growth. They can be able to adequately prepare lessons and scheme of work. They can also have time for their families and general social life. The oniy challenges which can affect their work are the inadequate availability of instructional materials. The poor academic performance among the students can be attributed the inadequate instructional materials.
5.3 Recommendations
1) The Ministry of Education should print relevant materials and provide relevant instructional materials to public secondary schools. The DEO’s office through head teachers should organize a workshop to inform teachers about improvisation and processing instructional materials.
2) After realizing the level of academic performance of learners in UCE performance, the government through the Ministry of Education, DEOs office and Head teacher’s should implement the suggested strategies to improve the performance of the student’s in mathematics.
3) The government through the Ministry of Education, the DEO’s office, school management committees and administrators in the school should work m collaboration to implement strategies from the findings and improve the performance of students.
4) Interventions like SESEMAT that appear in secondary schools should also be extended to secondary schools to equip secondary teachers with practical skills and methodology that will help the learners to learn mathematics practically.
5.4 Areas for Further Study
1. A correlation study of the factors influencing the students’ academic performance in mathematics in government aided schools.
2. Factors influencing the different attitudes of secondary school learners towards mathematics.
40 3. The challenges making it difficult for inspectors of schools and CCT (Centre Coordinating Tutors) to carry out their roles effectively and efficiently.
41 References [1] Kimeu. LM~ Tanui, B. Ronoh. A (2015). Influence of instructural resources on secondary school students academic performance in Makueni county, Kenya [international journal of scientific research and innovative technology (voL 2 Na 1 January~ 2015] [2] Oigarn, 3 (2011). Effect of school environment on students’ achievement and self- achievement A case study in Kenya [Internationalfournal ofhumanitIes 7 SOCIAL SCIENCE (VOL 1 Na 7, PG 84-88)] [3] Akin, A.A and Ugborugbo, N. M (2008).[An examination ofgenders influence on teachers productivity in secondaiy schools voL 17, no. 3pg 185-191.] [4] EPA (2011). Education for all Global monitoring Report 2011 The Hidden Crisis: Armed UNESCO [5] Ladd, H and Sorensen, C (2014). Returns to teacher experience: student achievement and motivation in middle school national center for analysis of longitudinal data in education research[ http://www’ calder centre. org] [6] Abe1 0. A (2010) teacher and students academic performance in Nigerian secondary schools. Implications for planning. (Floridajournal ofeducational admbztstration & policy vol 3, no 1, pg 86-103) [7] Akinsolu. OA (2010). Teachers and students’ academic performance in Nigerian secondary schools: implications for planning. (Floridajournal ofeducational Administration &policy vol 3, no 1, pg 86-1 03) [8] Kimani, (IN Kara, Ma NjagiL.W (2913) teacher factors influencing academic achievement in secondary schools in Nyandarua county, Kenya, (international journal of education and research voL 1, no 3 march 2013) [9] Bertalanffy descriptions in theoretical frame work. The koontz and welrich (1988) description retrieved bertalanffy-conceptual-frame work descriptions.com [10] Dulls (2006). Retrieved from httm//www4iisttheory corn [11] Dee1 Thomas s.2007. teachers and genders gaps in students achievement( international journal ofhuman resource [vol 42 no 3&5 (pg 28-54)] [12] Carrel, Scott B, Marianne E page and James B. west (2010) [“lex and science: how gender peipetuates gender gap?” vol 125 no 3 pg 1101-1144] [13] Kane, J.rock ofi B and Staiger, 0. (2008). What does certification tell us about teacher
42 effectiveness? Evidence fiom New York City Economics of Education Review (vol 2~pg 615- 631~) [14] Beilock, sam L, (2010). Female teachers’ math anxiety affects girls math achievement. [Proceeding ofnational academy ofscience~ USA vol 107. No Spg 1060-63~ [15] Makewa, 1. role E, too J.K and Kiplagat (2012). Evaluation of teacher factors associated with mathematics performance in schools in Kenya. From http://www ~use. con? international journal ofscientific research in education (vol 5 no 1 pg 47-62) [16] Dial c (2008). The effect of teacher experience and teacher degree level on student’s achievement in mathematics and communication Arts. (retrieved from Baker University Missouri.) [17] Gichuru. L.M ongus R.W (2016). Effect of teacher Quality on student performance in mathematics A survey of private schools in Gasabo District, KIGALI CITY Rwanda internalionaljournal ofeducation and research vol 4. no 2 February 201 6,page 237) [18] Omo. A. (2011). Quality of teachers and students performance fevidence from schools in Ibadan metropolis in Nigeri~ Ozean Journal ofsocial science, vol 4 no 3 2011 pg 163-1 75j [19] Chu (2015). Students perceptions of teaching styles and use of learning strategies. Retrieved from hltp i/trace. tennessee, edu/utkgrades/782 [20] Kasiisa. F and Bakaluba T. (2013). Effect of Teachers’ qualification on the students performance in secondary school{international jou nal 0/innovative educational research vol 1 no 3j [21] Mackele, T. S and Azeem. AM (2015). The influence of senior secondary school teachers on students’ achievement in GGO-Kao [international journal of research studies in education on line vol. ~ no 4, pg 67-76] [22] Mosha (2014) factors affecting students’ performance in English language in Zanzibar Rural AND Urban secondary schools, ~ournai ofeducation andpractice vol 5. No 3Spg 64] [23] Anita (2013). A study of teacher characteristics and students academic achievement. Case of Biology subject in selected secondary school. [Indian journal 0/research vol 2 no 3 pg 66-69j [24] Agosiobo (2007). Effective teaching in schools. Theory and practice 2~ edition. Delta place Stanley Thomas ltd [25] (Reche) 2012. Factors for poor performance in Kenya certificate of secondary education in schools [internationaljournal ofhumanities’ and social sciences vol 2pg 127-134],
1-, .3 effvene~ Evidence from New York Ci4~ Economics ofEducation Review (vol 27,pg 615- 631) [14] Beilock, sam L, (2010). Female teachers’ math anxiety affects girls math achievement [Proceeding ofnational academy ofsciences, U5t4 vol 10Z No Spg 1060-63) [15] Makewa, L role B, too TIC and Kiplagat (2012). Evaluation of teacher factors associated with mathematics performance in schools in Kenya. From http://winv.yuse.com Internationna journal ofsclentiflc research In education (vol 5 no 1 pg 47-62) [16] Dial c (2008). The effect of teacher experience and teacher degree level on student’s achievement in mathematics and communication Arts. (retrieved from Baker Unlversl(y Missow~ [17] Gichuru. L.Mongus LW (2016). Effect of teacher Quality on student performance in mathematics. A survey of private schools in Gasabo District, KIGALI CITY Rwanda internationaljour,~g ofeducation and research.vol 4.no 2 Februa,y 2O16,page 237) [18] Omo. A. (2011). Quality of teachers and students performance (evidence from schools in Ibadan metropolis in Mgeri4 Ozean Journal ofsocial science, vol 4 no 32011n 163-175] [19] Chu (2015). Students perceptions of teaching styles and use of learning strategies. Retrieved from http;//trace. tennessee,edWutkg~ze,,J782 [20] Kasiisa. F and Bakaluba t (2013). Effect of Teachers’ qualification on the students perfonnance in secondary school[internatio~j~,ud ofinnovative educational research vol 1 no3] [21] Mackele, tS and Azeem. AM (2015). The influence of senior secondary school teachers on students’ achievement in 060-Kao [international journoj ofresearch studies In education on line voL 4, no 4, pg 67-76] [22] Mosha (2014) factors affecting students’ performance in English language in Zanzibar Rural AND Urban secondary schools.flournaj ofeducation andpractice vol 5. No 3Spg 64] [23] Anita (2013). A study of teacher characteristics and students academic achievemea Case of Biology subject in selected secondary school. (Indianjournal ofresearch vol 2 no 3pg 66-69]
[24] Agosiobo (2007). Effective teaching in schools. Theory and practice 2M edition. Delta place Stanley Thomas ltd [25] (Reche) 2012. Factors for poor performance in Kenya certificate of secondary education in schools [lnternationaljourpi~.,j ofhumanities’ andsocial sciences vol 2pg 127-134].
43 APPENDICES Appendix 1: questionnaire To be filled by secondary school teachers Dear respondents, I am Mawanda Dan, a student of Kampala International University. I am in the process of conducting a research about: teacher related factors and students’ academic performance in mathematics in secondary schools of Bukulula Sub County, Kalungu Distrct, Uganda. I kindly ask you to help in providing data for this study. The information will help the government and other stake holders to improve academic performance especially in mathematics in secondary schools of Bukulula sub county, Kalungu District. The study is meant for academic purpose and the information you provide will be treated confidential. Thank you for your time.
SECTION A: Back ground Characteristics of Respondents Tick where appropriate 1. How long have you been a teacher? (a) 0-4 years ~ (b) 5-9 year ~ (c) 10-14 years
(d) Over 15 years
2. What is your age range? (a) 18-22 years ~ (b) 23-27 years (c) 28-32 years
(d) 32-36 years ~ (e) over 36 years
3. Qualification (a) Un trained teacher ~ (b) Certificate ~ (c) Diploma ~ (i) Area of specialization (d) Degree and above (i) Area of specialization 4. Gender
45 (a) Female ~ (b) Male
5. How many periods do you handle per week? (a) 24 (b) 28 (c) Above 28
6. How often do you test your learners? (a) Daily ~ (b) weekly ~ (c) After every two weeks
(d) Monthly ~ (e) Termly ~
For each of the following statements circle the right response using the scale below
Teacher’s work load 7 I don’t get enough time to mark all daily assignments 8 The class size ~ 9 I don’t hold individual-pupil interaction after class 10 I rarely get adequate time to evaluate students in class
Section B: Adequacy of Instructional Materials For each of the following statements circle the right response using the scale below Instructional materials 1 3 ~11~ There is enough mathematics textbooks rThe school has update mathei~l~s~ The school has calculating materials I always use couching kits to teach mathematics The school has enough geometrical sets Teaching materials motivate students I can utilize various teaching materials
46 Section C: 1. What strategies do you suggest to improve students’ academic performance in mathematics?
Thank you
47 Appendix 2: Interview Guide for Secondary Students
Dear respondents, I am Mawanda Dan, a student of Kampala International University. I am in the process of conducting a research about: teacher related factors and students’ academic performance in mathematics in secondary schools of Bukulula sub county, Kalungu Distrct, Uganda. I kindly ask you to help in providing data for this study. The information will help the government and other stake holders to improve academic performance especially in mathematics in secondary schools of Bukulula sub county, Kalungu District. The study is meant for academic purpose and the information you provide will be treated confidential. Thank you for your time.
1. Do you like mathematics?
2. What do you like with your mathematics teacher?
3. For any worst mark you scored in mathematics, what was probably the cause?
4. Do your mathematics teachers mark the activities provided and give timely response?
5. What do think could be done to help improve your performance in mathematics?
Thank you
48 Appendix 3: Table of Results
X~1.18 (very low) Agg S= 1.76 (Agg) (low)
Standard value for mean r_Zx x n
58 7
= 8~29
NB: x = number of respondents S= is the standard deviation
X = mean for each value of x
49