Abstract

A SURVEY OF PRIMARY SCHOOL MATHEMATICS TEACHERS? QUALIFICATIONS AND INSTRUCTIONAL EFFECTIVENESS FOR ACHIEVEMENT OF NATIONAL DVELOPMENT GOALS IN RIVERS STATE

Amadi, J. C. and Arokoyu, A. A.(Ph.D)

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Abstract The study investigatedprimary school mathematics teachers? qualificationsand their instructional effectiveness for achievement of national development goals in Rivers State. Analytic survey design was adopted in carrying out this study. 399 primary school teachers consisting of 168 males and 231 females were drawn from a target population of 8,560 using stratified random sampling technique. Three research questionsand three hypotheses were raised to guide the study. The research questions were answered using percentage, mean and standard deviation, whereas t-test at 0.05 Alphalevel of significance wereused to test the hypotheses.The instrument used for data collection wasclassroom observation checklist which was adapted from https://www.unl.edu/gradstudies/current/teaching/Classroom_Observation_Form.pdf (2017). Three experts from Curriculum Studies and Educational Technology department, University of Port Harcourt validated the instrument. Pearson product moment was used to determine the reliability of the instrument. The reliability coefficient index of the instrument was 0.79. The result among others revealed that: 91.98% of mathematics teachers in Rivers state are unqualified mathematics teachers. The result further revealed that there was significant difference in the teachingeffectiveness between qualified mathematics teachers and unqualified mathematics teachers.Based on the result, it was recommended that Rivers State government should employ more qualified mathematics teachers and ensure that every mathematics period is taught by a qualified mathematics teacher in the primary school. Key words: primary school, mathematics teachers, qualifications, instructional effectiveness

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