IMPACT OF STUDENTS’ ATTITUDES, TEACHERS’
QUALIFICATIONS AND MATHEMATICS WAEC/NECO RESULTS ON TERTIARYSTUDENTS’
PERFORMANCE
Abstract
This
study examined the impact of students’ attitudes, teachers’ qualifications and
Mathematics WAEC/NECO results on tertiary students’ performance in Katsina
state, Nigeria. A simple random sampling technique was used in selecting five
out of six tertiary institutions. The researcher used a stratified random
sample of 322 students, scores of the students from their responses towards
Mathematics and their Linear Algebra results from their various teachers who
have different qualifications in answering six research questions and testing
six research hypotheses. Pearson Product Moment Correlation (PPMC) revealed
significant relationship between students’ positive attitudes and their
performances. Also, the PPMC revealed no significant relationship between
students’ negative attitudes and their performances. The
study examined the impact of students’ attitudes, teachers’ qualifications and
Mathematics WAEC/NECO results on tertiary students’ performance in Katsina
state, Nigeria. A simple random sampling technique was used in selecting five
out of six tertiary institutions. The researcher used a stratified random
sample of 322 students, scores of the students from their responses towards
Mathematics and their Linear Algebra results from their various teachers who
have different qualifications in answering six research questions and testing
six research hypotheses. Pearson Product Moment Correlation (PPMC) revealed
significant relationship between students’ positive attitudes and their
performances. Also, the PPMC revealed no significant relationship between
students’ negative attitudes and their performances. The
Analysis
of variance (ANOVA) revealed significant performance difference among students
taught by teachers with different qualifications. Scheffe’s test further
revealed where the significant difference exists and the level of the
difference. The Regression Analysis revealed significant predictive
relationship between students’ WAEC Mathematics results and their performances.
It also revealed no significant predictive relationship between students’ NECO
Mathematics results and their performances. The independent t-test revealed no
significant difference between male and female students’ performance. Based on
these findings, recommendations were given.
of variance (ANOVA) revealed significant performance difference among students
taught by teachers with different qualifications. Scheffe’s test further
revealed where the significant difference exists and the level of the
difference. The Regression Analysis revealed significant predictive
relationship between students’ WAEC Mathematics results and their performances.
It also revealed no significant predictive relationship between students’ NECO
Mathematics results and their performances. The independent t-test revealed no
significant difference between male and female students’ performance. Based on
these findings, recommendations were given.
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