Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

Serapie Uwitonze; Hesbon Opiyo Andala

doi:10.51867/ajernet.5.4.63

Authors

Serapie Uwitonze
serauwi5@gmail.com
Mount Kenya University https://orcid.org/0009-0000-4273-0624
Hesbon Opiyo Andala Mount Kenya University

Keywords:

Academic Performance, Attitudes, Mathematics, Teaching, Public Day Secondary School

Abstract

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Dimensions

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