MATHEMATICS TEACHERS’ WORKLOADS AS CORRELATES OF QUALITY ASSURANCE IN UPPER BASIC EDUCATION

AUTHOR: ADETUNJI ABIOLA OLAOYE, PhD.

FROM:  INTERNATIONAL JOURNAL OF EDUCATION, SCIENCE, PUBLIC POLICY IN AFRICA-IJESPPA VOL. 2 NO. 1 2012

The study was designed to examine mathematics teachers’ workload vis-a-vis the students’ performance in Mathematics and as correlates if quality assurance in Upper Basic Education. As a descriptive study, it is made up of four research questions and hypotheses at 0.05 level of significant. Sample to the study comprised of 20 public secondary schools from which 32 mathematics teachers and 1,200 students of upper basic level II of education were purposively selected for the study. Two instruments namely mathematics achievement test (r=0.78) and ‘Questionnaire for mathematics teachers’ workloads in Upper Basic Education level II ‘(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 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<O.O5). The implications if the
findings were discussed and recommendation provided towards ensuring befter quality assurance in Upper Basic Education.

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