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Project – Influence of teachers’ classroom behaviour on student academic achievement in Mathematics

Project – Influence of teachers’ classroom behaviour on student academic achievement in Mathematics

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Project – Influence of teachers’ classroom behaviour on student academic achievement in Mathematics

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CHAPTER ONE

INTRODUCTION

  • Background to the Study

The influence of teachers’ classroom behavior on student academic achievement in Mathematics is a topic that has been extensively studied. According to Cornelius-White (2007), teachers who exhibit empathy, respect, and genuineness in their interactions with students can significantly enhance their academic performance. This is particularly true in Mathematics, where the teacher’s attitude can either foster a love for the subject or instill a deep-seated fear of numbers.

In a study by Kunter et al. (2013), it was found that teachers’ professional competence, which includes their knowledge of the subject matter, pedagogical skills, and classroom management, directly impacts students’ achievement in Mathematics. The study further revealed that teachers who are able to create a supportive and stimulating classroom environment are more likely to have students who perform well in Mathematics.

Moreover, the role of teachers’ enthusiasm in influencing students’ Mathematics achievement has been highlighted in several studies. For instance, Patrick, Hisley, & Kempler (2000) found that teachers who show enthusiasm about Mathematics can inspire a similar passion in their students, leading to higher academic achievement. This enthusiasm can be conveyed through various behaviors, such as using engaging teaching methods, showing excitement about the subject matter, and expressing confidence in students’ abilities.

However, it’s not just about the positive behaviors. Negative teacher behaviors, such as sarcasm, ridicule, and public criticism, can also have a profound impact on students’ Mathematics achievement. According to a study by Beaman et al. (2006), such behaviors can create a hostile learning environment that hinders students’ academic performance.

The influence of teachers’ classroom behavior on student achievement in Mathematics is also mediated by students’ self-efficacy beliefs. According to Bandura (1997), teachers who exhibit supportive and encouraging behaviors can enhance students’ self-efficacy in Mathematics, which in turn, improves their academic performance.

Teachers’ classroom behavior plays a crucial role in shaping students’ academic achievement in Mathematics. As such, it is important for educators to exhibit positive behaviors, such as empathy, respect, enthusiasm, and professional competence, while avoiding negative behaviors that can hinder students’ learning.

  • Statement of the Problem

The problem of the influence of teachers’ classroom behavior on student academic achievement in Mathematics in Nigeria is a significant issue that requires thorough investigation. According to Aremu (2000), the academic performance of students in Nigeria is declining, and this decline is believed to be linked to teachers’ classroom behavior. The teacher’s role is crucial in the learning process, and their behavior can significantly impact students’ academic performance, especially in Mathematics, a subject often perceived as challenging by many students.

The problem is further compounded by the fact that many teachers in Nigeria may not be adequately trained or equipped to handle the complexities of teaching Mathematics effectively. A study by Ogunyemi (2003) found that many Mathematics teachers in Nigeria lack the necessary pedagogical skills to effectively teach the subject. This lack of skills often translates into poor classroom behavior, which in turn negatively impacts students’ academic performance.

Moreover, the issue is not just about the teachers’ academic qualifications or their understanding of the subject matter. According to Ajayi (2002), teachers’ classroom behavior, including their attitude towards students, their teaching methods, and their general demeanor in the classroom, can significantly influence students’ interest and performance in Mathematics.

The problem is further exacerbated by the fact that there is a lack of comprehensive research on this issue in the Nigerian context. While there are numerous studies on the influence of teachers’ behavior on student academic achievement globally, there is a dearth of such research in Nigeria. This lack of research makes it difficult to fully understand the extent of the problem and to develop effective strategies to address it (Ojerinde, 2004).

Furthermore, the Nigerian education system faces numerous challenges, including inadequate funding, poor infrastructure, and a lack of quality teaching materials. These challenges can further exacerbate the negative impact of poor teacher behavior on student academic achievement in Mathematics (Ojerinde, 2004).

In conclusion, the problem of the influence of teachers’ classroom behavior on student academic achievement in Mathematics in Nigeria is a complex issue that requires urgent attention. There is a need for more research in this area to fully understand the extent of the problem and to develop effective strategies to address it. 

  • Aim and Objectives of the Study

The study examines the influence of teachers’ classroom behaviour on student academic achievement in Mathematics. The specific objectives of the study are:

  1. To examine the relationship between teachers’ classroom behaviour and students’ academic achievement in Mathematics.
  2. To identify the specific classroom behaviours of teachers that significantly impact students’ performance in Mathematics.
  3. To assess the perception of students towards their teachers’ classroom behaviour on their Mathematics achievement.
  4. To evaluate the effectiveness of teacher training programs in Mathematics Classroom.

  • Research Questions

The research questions are stated below:

  1. What is the relationship between teachers’ classroom behaviour and students’ academic achievement in Mathematics?
  2. What specific classroom behaviours of teachers significantly impact students’ performance in Mathematics?
  3. How do students perceive their teachers’ classroom behaviour in relation to their Mathematics achievement?
  4. How effective are teacher training programs in improving Mathematics classroom behaviour and subsequently student achievement?

  • Research Hypothesis

The hypothetical statement for the study is buttressed below:

HO: Teachers’ classroom behaviour has no significant impact on students’ academic achievement in Mathematics

H1: Teachers’ classroom behaviour has significant impact on students’ academic achievement in Mathematics

  • Significance of the Study

The significance of the study on the influence of teachers’ classroom behavior on student academic achievement in Mathematics is manifold. Firstly, it provides an in-depth understanding of the role that teachers’ behavior plays in shaping the academic outcomes of students in Mathematics. This is crucial as Mathematics is a foundational subject that forms the basis for many other disciplines. A strong understanding of Mathematics can open up a plethora of opportunities for students in their future academic and professional pursuits.

Secondly, this study can serve as a valuable resource for educators and policymakers. By identifying the specific behaviors that positively impact student performance, educators can incorporate these behaviors into their teaching practices. Policymakers can also use these findings to inform teacher training programs, ensuring that teachers are equipped with the skills and knowledge to foster a conducive learning environment for Mathematics.

Thirdly, the study can contribute to the existing body of literature on the subject. While there have been numerous studies on the impact of teachers’ behavior on student performance, this study focuses specifically on Mathematics, providing a more nuanced understanding of the dynamics at play. This can pave the way for further research in this area.

Fourthly, the study can also have implications for parents and students. Parents can gain insights into what constitutes effective teaching practices in Mathematics, enabling them to better support their children’s learning at home. Students, on the other hand, can benefit from improved teaching practices, leading to better academic outcomes.

Fifthly, the study can also shed light on the effectiveness of teacher training programs in Mathematics. By evaluating these programs in light of the findings of the study, stakeholders can make necessary adjustments to ensure that these programs are truly beneficial for teachers and, by extension, their students.

Lastly, the study can also have broader societal implications. By improving the quality of Mathematics education, we can cultivate a generation of individuals who are well-versed in this critical subject. This can contribute to the overall development of the society, as Mathematics is integral to many sectors, including science, technology, engineering, and economics.

  • Scope of the Study

The study examines the influence of teachers’ classroom behaviour on student academic achievement in Mathematics. The study is limited to selected Secondary Schools in Yaba, Lagos State.

  • Operational Definition of Terms

  1. Influence: This refers to the capacity to have an effect on someone’s character, development, or behavior. It’s the power to shape outcomes or inspire change in actions or opinions.
  1. Teachers: These are individuals who help students acquire knowledge, competence, or virtue. They are often professionals who have undergone training to teach in schools or other educational institutions.
  1. Classroom Behaviour: This term refers to the range of actions and manners exhibited by students in a classroom setting. It can encompass everything from participation and adherence to rules, to disruptive or disrespectful actions.
  1. Student: A student is an individual who is actively engaged in learning, typically within a school or educational setting. Students are usually led by a teacher or instructor.
  1. Academic Achievement: This refers to the level of proficiency or mastery a student has achieved in their academic pursuits. It’s often measured through grades, test scores, and completion of educational milestones.
  1. Mathematics: This is a field of study that involves the properties and relationships of numbers, quantities, shapes, and patterns. It’s a fundamental discipline that underpins many aspects of science, engineering, and everyday life. 

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Project – Influence of teachers’ classroom behaviour on student academic achievement in Mathematics

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