Teacher Instructional Behaviour as a Predictor of Students’ Academic Performance in Mathematics in Calabar Education Zone of Cross River State, Nigeria

Grace Ukpabio Masor, Dr Ekpenyong Effiong Ibok & Collins Sunday Etura


This study adopted Ex-post facto design to examine teacher instructional behaviours (lesson presentation, and classroom management skills) as predictors of students’ academic performance in Mathematics. It was guided by two research questions and five null hypotheses. A sample of one thousand, two hundred and twenty five (1,225) Senior Secondary II students was selected from public schools using the stratified random sampling technique. Two instruments, Teachers’ Instructional Behaviour Questionnaire (TIBQ) and Mathematics Performance Test (MPT), were used for data collection.  The reliability of the questionnaire, established using Cronbach Alpha, was .84 for teacher lesson presentation and .82 for teacher classroom management while the reliability estimate of the Students’ MPT was established through Kuder Richardson formula K-R20 which gave .81. The hypotheses were tested using Simple Linear Regression Analysis at .05 level of significance. The findings of the study revealed that teachers’ lesson presentation significantly but negatively predicts students’ academic achievement in Mathematics, teachers’ classroom management does not significantly predict students’ academic performance in Mathematics. Based on the findings of this study, it was recommended amongst others that teachers should improve their competence of lesson presentation through attending conferences, seminars and workshops in Mathematics education to enhance students’ academic performance.

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