MATHEMATICS TEACHERS' WORKLOADS AS A CORRELATION OF QUALITY ASSURANCE IN UPPER BASIC EDUCATION

• Main Author: Adetunji Abiola Olaoye
• Format: Article
• Language: English
• Published: Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) 2012-04-01
• Series: African Journal of Teacher Education
• Subjects: workload; mathematics teachers; quality assurance; upper basic education; nigeria
• Online Access: https://journal.lib.uoguelph.ca/index.php/ajote/article/view/1917

This study was designed to examine mathematics teachers’ workload vis-à-vis the students’ performance in Mathematics and as a correlation to quality assurance in upper basic education. As a descriptive study it consisted of four research questions and hypotheses at 5% level of significance. The study sample was comprised of twenty public secondary schools from which thirty-two mathematics teachers and one thousand and two hundred upper basic level 2 students were purposively selected for the study. Two instruments, a Mathematics Achievement Test (r = 0.78) and a “Questionnaire for Mathematics Teachers’ Workloads in Upper Basic Education Level 2” (r = 0.83) were used for the study. Data were analysed through simple percentages, Pearson moment correlation, t-test and one way ANOVA. Findings revealed that there was a significant relationship between mathematics teachers’ gender and students’ performance in Mathematics (t-cal>t-ratio, df = 1198; P<0.05) but there was no significant relationship between mathematics teachers’ qualification and students’ performance in Mathematics (F-cal<F-ratio, df = {4, 1194}; P>0.05). However, it was found that there was a significant relationship between mathematics teachers’ subject(s) taught and students’ performance in Mathematics (t-cal>t-ratio, df = 1198; P<0.05). Furthermore, study revealed that there was a significant relationship between mathematics teachers’ workload and students’ performance in Mathematics (F-cal>F-ratio, df = {7, 1191}; P<0.05). The implications of the findings were discussed and recommendation suggested towards ensuring better quality assurance for Mathematics in upper basic education.