TEACHER QUALITY AND SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN RIVERS STATE, NIGERIA

This research study focused on the relationship between teacher quality and students’ achievement in mathematics at the senior secondary school level in Rivers State, Nigeria. The ex-post facto research design was adopted for this study, since already conducted mathematics test scores of students were retrieved and used for the analysis. Furthermore, data were elicited through the teacher quality and students’ achievement in mathematics questionnaire (TQASAMQ). This questionnaire has twelve (12) question items related to teacher quality and students’ achievement in mathematics. A population of 253 principals were involved in the study out of which 151 were chosen for the sample using the Yarrow Yamen’s formula. The data were analysed using the Z-test statistic, means and simple percentage. The findings were that to a “high extent”, teacher quality related to students’ achievement in mathematics. Furthermore, the hypothesis testing showed that there is a significant relationship between teacher quality and students’ achievement in mathematics. Based on these findings, conclusions and recommendations were made