Authors :
Ayoola, Rebecca Adeola
Volume/Issue :
Volume 10 - 2025, Issue 8 - August
Google Scholar :
https://tinyurl.com/a2wh3wt9
Scribd :
https://tinyurl.com/57d2tmmc
DOI :
https://doi.org/10.38124/ijisrt/25aug1033
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Abstract :
This research paper examines the relationship between teachers and pupils in mathematics class and impact on
academic achievements in primary schools in the Osun Central zone of Nigeria. The research used a quantitative approach,
with a survey of public Primary School Teachers handling the teaching of Mathematics in Primary 4. Multi-Stage sampling
technique was used to select a total of 100 teachers and 540 primary 4 pupils from 6 local government areas in Osun Central
of Osun State. The survey assessed the teachers’ relationship including factors such as expectations, caring attitude and
support, as well as the teachers' self-reported pattern of engagements in mathematics and also assessed the pupil academic
achievements in mathematics’. Five research questions were answered and two hypotheses were formulated to guide the
study. Data collection was done by the researcher in each school. Data analysis was done using SPSS package version 26,
with the statistical tools of Chi-square and the hypotheses were also tested using the Pearson’s Product Moment Correlation
Coefficient. The research instrument used for data collection was Teacher Relationship Inventory (TRI).Test-re-test method
was used to carry out the reliability of the TRI. Pearson Product Moment Correlation and 0.82 was obtained. The results of
the survey suggest that the quality of the teacher-pupil relationship had a significant impact on the pupils' academic
achievements in mathematics. Specifically, the results revealed that teachers sees mathematics as difficult, majority of pupils
do not love Mathematics, the teachers have very low caring attitude and/or support, and who also reported that pupils do
not interact freely with them. Teachers do not enjoyed feeling comfortable communicating with them, tended to have higher
levels of academic achievement in mathematics. The results of this research contribute to the existing literature by providing
evidence of the importance of the teacher-pupil relationship for primary school pupils' academic achievement in
mathematics. In particular, this study provides evidence for the need for teachers to be mindful of the qualities of their
relationships with pupils, and to ensure these are positive, supportive, and safe. It also emphasizes the need to ensure that
pupils are given sufficient guidance and support to ensure they are able to reach their learning goal.
Keywords :
Teacher–Pupil Relationship, Pupils’ Attitude, Impact on Academic Achievement in Mathematics.
References :
- Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on the Academic Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,” Ego Booster Books, Ogun State, Nigeria.
- Aggarwal, J.C. (2018). Essentials of educational psychology. New Delhi, India: vikas publishing house PVT ltd.
- Alazzi F.K.(2013) Jordanian Student Attitudes towards Social studies Education. The journal of international Social Research. Volume 6:233
- Ayeni, A.J. (2011), “Teachers professional development and quality assurance in Nigerian Secondary Schools,” World Journal of Education, 1(2):143-149.
- Chuckwuemeka, (2022). Why Students Hate Maths. Bscholarly, https://bscholarly.com>why
- Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A review of statepolicy evidence. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington
- David, A.A.(2013) The Attitudes of students Towards The Teaching and Learning of social studies Concepts in colleges of Education in Ghana. Research on Humanities and social Sciences Vol.3(9).
- FE News, (2021). Why do so many people hate maths? http://www.fenews.co.uk > skills
- Indiatimes.com (2019). Here Are 9 Reasons Why People Hate Mathematics http://www.indiatimes. com. > lifestyle
- Glover, J.A and Ronning, R. R. (2013). Historical Foundations of Educational Psychology. Books.google.com.ng>books
- NERDC (2013). The Revised 9-Basic Education Curriculum at a Glance. Lagos: NERDC Press. www. Nerdcnigeria.gov.ng
- Okeh, O. (2021). Why Students Hate Mathematics. Tutoring Education. Sabiteach.com/why-student fail. http://www.sabiteach. com.
- Osayimwense, O. (2017). Philosophy and History of Mathematics Education, Department of Curriculum and instructional Technology, University of Benin, Benin. Nigeria
- Oxford Learning, (2019): Why So Many Students Hate Math (And How To Fix It). http://www.oxfordlearning.com
- Pellegrino, J.W and Hilton, M.L (2013). Education fo Life and Work: Developing Transterable Knowledge and Skills in the 21st Century. Washinton, D.C The National Academies Press
- Quora, 2017). http://www.quora.com> why do people hate mathematics? There are few people in the world who seem to appreciate the beauty of math
- Reddit, (2015). http://www.reddit.com>fqtf4>w
- Simon, H.A; Klahr, D. and Kotovsky, K. (2015). Child Psychology and Developmental Science, Cognitive Processes. Wiley ISBN:9781118136782, 1118136780
- Zebra (2006) Teachers Resources and Students’ Achievements in High Schools. South west educational development laboratory P4.
This research paper examines the relationship between teachers and pupils in mathematics class and impact on
academic achievements in primary schools in the Osun Central zone of Nigeria. The research used a quantitative approach,
with a survey of public Primary School Teachers handling the teaching of Mathematics in Primary 4. Multi-Stage sampling
technique was used to select a total of 100 teachers and 540 primary 4 pupils from 6 local government areas in Osun Central
of Osun State. The survey assessed the teachers’ relationship including factors such as expectations, caring attitude and
support, as well as the teachers' self-reported pattern of engagements in mathematics and also assessed the pupil academic
achievements in mathematics’. Five research questions were answered and two hypotheses were formulated to guide the
study. Data collection was done by the researcher in each school. Data analysis was done using SPSS package version 26,
with the statistical tools of Chi-square and the hypotheses were also tested using the Pearson’s Product Moment Correlation
Coefficient. The research instrument used for data collection was Teacher Relationship Inventory (TRI).Test-re-test method
was used to carry out the reliability of the TRI. Pearson Product Moment Correlation and 0.82 was obtained. The results of
the survey suggest that the quality of the teacher-pupil relationship had a significant impact on the pupils' academic
achievements in mathematics. Specifically, the results revealed that teachers sees mathematics as difficult, majority of pupils
do not love Mathematics, the teachers have very low caring attitude and/or support, and who also reported that pupils do
not interact freely with them. Teachers do not enjoyed feeling comfortable communicating with them, tended to have higher
levels of academic achievement in mathematics. The results of this research contribute to the existing literature by providing
evidence of the importance of the teacher-pupil relationship for primary school pupils' academic achievement in
mathematics. In particular, this study provides evidence for the need for teachers to be mindful of the qualities of their
relationships with pupils, and to ensure these are positive, supportive, and safe. It also emphasizes the need to ensure that
pupils are given sufficient guidance and support to ensure they are able to reach their learning goal.
Keywords :
Teacher–Pupil Relationship, Pupils’ Attitude, Impact on Academic Achievement in Mathematics.
