The teacher factor in junior secondary school girls' achievement and attitude towards mathematics

Abstract

This study was conducted to find out how school environments, particularly teachers, contribute to junior secondary school girls‘ achievement and attitude towards mathematics. The study involved 262 girls from twelve (12) mixed and six (6) all-girls junior high schools and their mathematics teachers. An achievement test and questionnaires were the instruments used to collect data. The data from the achievement test and the questionnaires were analysed using the independent samples t-test and Pearson product -moment correlations at 5% significant level. The results revealed that female teachers were of the belief that boys show higher ability in mathematics than girls, and girls learn better in cooperative activities while the male teachers indicated that boys and girls were equal in these respect. Non-mathematics major and non-professional teachers were of the view that girls achieve lesser in mathematics than boys while the mathematics major and professional teachers believe that boys and girls achieve at the same level in mathematics. Girls taught by mathematics major and professional teachers performed significantly better than girls taught by non-mathematics major and non-professional teachers. The girls rated the behaviour of male and professional teachers significantly more positive than that of the female and non-professional teachers. It was found that teacher-student relationship influence students‘ attitude toward mathematics, and there is a significant positive correlation between girls‘ attitude and achievement in mathematics. The implications of the findings were discussed and one of the recommendations made was that, mathematics teachers must put an end to any practices or behaviours that dispirit the girls in their learning of the subject.