Influence of teacher-related factors on students’ mathematics achievement. a case of the Atwima-Kwanwoma District

Abstract

The aim of the study was to assess the influence of teacher related factors on students’ mathematics achievement. A case of Akwima Kwanwoma District senior high schools. Thus, the study examined the effect or the connection between the teacher factors such as teacher experience, teacher motivation, teacher-student interaction and his attitude on student’s mathematics achievement. The study consisted of 1600 form two students from three senior high schools in the district. A convenience sample technique was used to select the sample. The sample for the study was 160 consisting of one hundred and fourteen girls and forty-six boys. The triangulation mixed methods approach was used. The quantitative data from semi-structured questionnaire and focus group discussion scheduled were used for data collection. Quantitative data were coded and input into the SPSS (version 23) and AMOS (version 23) software packages. The structural equation model (SEM) was then used to assess the quantitative data. The analysis of the gathered data was done to identify the key characteristics and relationships between the data in order to generalize and predict the results. However, qualitative data from the focus group discussion conducted were analysed thematically. The finding of the study showed that, teachers have significant influence on students’ mathematics achievement in schools due to its numerous advantages in the environment. Because they enjoyed great teacher motivation, have experience teachers, good teacher-student interaction, it was quite explicit per the discussions as was gathered and analysed from the interviews that, the influence of peers or colleagues on achievement was substantial.