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| Teachers' Related Variables as Predictor of Academic Achievement of Primary School Pupils in Numeracy in Offa Local Government Area of Kwara State
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Usman Tunde SAADU, Issa Yaqub AJEIGBE, Oluwanifemi Olaide OLAYONU
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Abstract:
Numeracy is one of the key subjects in primary school education system in Nigeria. It was earlier of the opinion that the teaching of numeracy is very important to all human existence. The study employed descriptive survey research design and the study sample size are 313 pupils and 11 teachers. Simple random sampling and purposive sampling technique were used to select respondents for the study, two instruments was used for data collection for the study; Questionnaire on teacher related variables (QTV) and Numeracy achievement test (MAT),the reliability of (QTV) was at 0.80.Four research hypotheses were formulated and tested for this study, the research hypothesis one was tested using T-test, while research hypotheses two, three and four was tested using ANOVA at 0.05 level of significance. The findings revealed that there was no significant difference in academic achievement of pupils in numeracy based on teachers' gender (t = -1.412; df = 311; P > 0.05) The hypothesis is therefore not rejected, another findings revealed that there was no significant difference in academic achievement of pupils in numeracy based on teachers' qualification (F (3; 309) = 632.422; P < 0.05). The hypothesis is therefore rejected, another findings revealed that there was no significant difference in academic achievement of pupils in numeracy based on teachers' specialization (F (5; 307) = 163.101; P < 0.05). The hypothesis is therefore rejected also another findings revealed that There was no significant difference in academic achievement of pupils in numeracy based on teachers' years of experience (F (2; 310) = .177; P > 0.05). The hypothesis is therefore not rejected. Based on the findings it was concluded that teachers area of specialization and qualification predicts pupils academic achievements in numeracy, hence it was recommended that Teachers' whose area of specialization is based on numeracy should be employed in primary schools.
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