Teacher Credentials, Students’ Efforts and Aspirations as Determinants of Learning Achievement in Mathematics and Science
Abstract
This study examined the relationship between teacher credentials, student efforts, aspirations, perceptions, and learning achievements in mathematics and science. Using cross-sectional data from 4,081 students and 1,000 teachers across 150 schools in 92 districts in Ghana, the ordinary least squares method was applied. The findings highlighted several key factors influencing student achievement. Teacher experience was found to have a significant impact on student performance, highlighting the importance of retaining experienced educators. Teacher qualifications and subject-fitness also showed modest effects, with professional development training enhancing the impact of teacher qualifications. This indicates that professional development training not only improves teaching skills but also complements teachers' educational backgrounds. On the student side, the study emphasized the critical role of effort, aspirations, and positive attitudes toward learning in determining achievement. These findings stressed the need to foster a motivating environment in which students set high aspirations, commit to personal study, and maintain a positive outlook toward their subjects. Based on these results, the study recommended that the National Teaching Council and the Ghana Education Service design targeted professional development programs tailored to teachers' qualifications and needs. This approach would enhance the effectiveness of professional development training and ensure that teachers are equipped with both content knowledge and pedagogical strategies. Furthermore, the findings provided actionable evidence for policymakers and educators aiming to improve learning outcomes in science and mathematics. By addressing both teacher-related and student-related factors, targeted interventions can better support academic performance and long-term educational success.
https://doi.org/10.26803/ijlter.24.1.29
Keywords
Full Text:
PDFReferences
Anamuah-Mensah, J., & Benneh, B. (2006). Particular issues of teacher education in Ghana. Meeting of National Coordinators for UNESCO's Teacher Training Initiative for Sub-Saharan Africa, 1st, Dakar, 2006. https://unesdoc.unesco.org/ark:/48223/pf0000144826
Ankomah, Y., Koomson, J., Bosu, R., & Oduro, G. K. (2005). Implementing quality education in low income countries. Institute for Educational Planning & Administration (IEPA) University of Cape Coast, Ghana. https://assets.publishing.service.gov.uk/media/57a08c8fed915d3cfd001474/ghanarev.pdf
Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147–164. https://www.researchgate.net/publication/228743535_Characteristics_of_Effective_Teaching_of_Mathematics_A_View_from_the_West
Azure, J. A. (2015). Senior high school students’ views on the teaching of integrated science in Ghana. Journal of Science Education and Research , 1(2), 49–58. https://uew.edu.gh/static/news/files/852-1647-1-SM.pdf
Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241–247.https://doi.org/10.1177/0022487100051003013
Bjeki?, D., Zlati?, L., & ?apri?, G. (2008). Research (evaluation) procedures of the pre-service and in-service education of communication competent teachers. Teacher Education Policy in Europe: A Voice of Higher Education Institutions, 245. https://projects.au.dk/fileadmin/projects/TEPE/TEPE_2008_Monograph.pdf#page=245
Blömeke, S., & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM Mathematics Education, 44(3), 223–247. https://doi.org/10.1007/s11858-012-0429-7
Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes. IEA Research for Education, Vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-41252-8_2
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
Bosch, N., Härkki, T., & Seitamaa-Hakkarainen, P. (2025). Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education. International Journal of Child-Computer Interaction, 43, 100695. https://doi.org/10.1016/j.ijcci.2024.100695
Buddin R. J., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics 66(2), 103–115. https://doi.org/10.1016/j.jue.2009.05.001
Carroll, J. (2005). Developing effective teachers of mathematics: Factors contributing to development in mathematics education for primary school teachers. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory, research and practice (pp. 201–216). Mathematics Education Research Group of Australasia.https://vuir.vu.edu.au/id/eprint/24298
Darling-Hammond, L. (2000a). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. https://doi.org/10.1177/0022487100051003002
Darling-Hammond, L. (2000b). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1. https://doi.org/10.14507/epaa.v8n1.2000
Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145. https://doi.org/10.3102/01623737022002129
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources 39(2), 326–354. https://doi.org/10.3368/jhr.XIX.2.326
Hill, H. C. (2010). The nature and predictors of elementary teachers' mathematical knowledge for teaching. Journal for Research in Mathematics Education, 41(5), 513–545. https://doi.org/10.5951/jresematheduc.41.5.0513
Hwang, S., & Son, T. (2021). Students' attitude toward mathematics and its relationship with mathematics achievement. Journal of Education and E-Learning Research, 8(3), 272–280. https://doi.org/10.20448/journal.509.2021.83.272.280
Maulana, R., Helms-Lorenz, M., & Klassen, R. M. (2023). Effective teaching around the world: Theoretical, empirical, methodological and practical insights (p. 799). Springer. https://doi.org/10.1007/978-3-031-31678-4
McIlrath, D., & Huitt, W. (1995). The teaching-learning process: A discussion of models. Educational Psychology Interactive, 4. http://www.edpsycinteractive.org/papers/modeltch.html
Myrberg, E. (2007). The effect of formal teacher education on reading achievement of 3rd?grade students in public and independent schools in Sweden. Educational Studies, 33(2), 145–162. https://doi.org/10.1080/03055690601068311
Naoreen, B., Aslam, S., Arshad, M., & Nausheen, R. (2011). Impact of in-service teacher training on students’ learning achievement in mathematics. International Conference on Social Science and Humanity, IPEDR (Vol. 5, pp. 168–174). https://www.academia.edu/download/106026690/38-H10124.pdf
Nilsen, T., & Gustafsson, J. E. (2016). Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time. IEA Research for Education. Volume 2. Springer. https://doi.org/10.1007/978-3-319-41252-8
Ochieng, K. R., Kiplagat, P., & Nyongesa, S. (2016) Influence of teacher competence on mathematics performance in KCSE examinations among public schools in Nyatike Subcounty, Migori County Kenya. International Journal of Secondary Education, 4(5), 44–57. https://doi.org/10.11648/j.ijsedu.20160405.11
Opdenakker, M. C. (2023). Teacher and teaching behaviour and student motivational outcomes: Critical reflections on the knowledge base and on future research. In R. Maulana, R. M. Klassen, & M. Helms-Lorenz (Eds.), Effective teaching around the world: Theoretical, empirical, methodological and practical insights (pp. 29–83). Springer, Cham. http://dx.doi.org/10.1007/978-3-031-31678-4_3
Rasuli, M. H., Makhdoomzada, F. M., & Haidari, S. A. (2023). Effects of teacher and student relationships to enhance the learning process. Academic Research in Educational Sciences, 4(8), 107–116. http://dx.doi.org/10.54536/ajmri.v2i5.1988
Republic of Ghana. Ministry of Education. (2018). Education strategic plan 2018–2030. https://www.globalpartnership.org/node/document/download?file=sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf
Rice, J. K. (2010). The impact of teacher experience: Examining the evidence and policy implications. Brief No. 11. National Center for Analysis of Longitudinal Data in Education Research. https://eric.ed.gov/?id=ED511988
Rowan, B., Chiang, F.-S., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70, 256–284. https://doi.org/10.2307/2673267
Sancassani, P. (2023). The effect of teacher subject-specific qualifications on student science achievement. Labour Economics, 80, 102309. https://doi.org/10.1016/j.labeco.2022.102309
Siemon, D., Virgona, J., & Corneille, K. (2001). The middle years numeracy research project, 5-9. RMIT University. https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/mynumfreport.pdf
Sullivan, P., & McDonough, A. (2002). Teachers differ in their effectiveness. In Annual Conference of the International Group for the Psychology of Mathematics Education 2002 (pp. 249-256). University of East Anglia.
https://research.monash.edu/en/publications/teachers-differ-in-their-effectiveness
Tacadena, J. E. (2021). Classroom management and students’ learning in mathematics. International Journal of Research and Innovation in Social Science, 5(03), 418–423. https://dx.doi.org/10.47772/IJRISS.2021.5328
Thomas, J., & Nair, M. (2023). Investigating teacher influence on student engagement in high schools. The Australian Educational Researcher, 50(3), 661–681. https://doi.org/10.1007/s13384-022-00511-w
United Nations Educational, Scientific and Cultural Organization, UNESCO Institute for Statistics. (2019). http://uis.unesco.org/
West African Examinations Council. (2017). Chief examiner’s report. WAEC Press. https://www.sciepub.com/reference/262738
West African Examinations Council. (2024). History: About West African Examinations Council history. https://waecgh.org/history/
Wilmot, E. M. (2008). Learning to teach basic school mathematics: Lessons from a pedagogical course. African Journal of Educational Studies in Mathematics and Sciences. 6, 1–13. https://doi.org/10.4314/ajesms.v6i1.61561
Woessmann, L. (2004). How equal are educational opportunities? Family background and student achievement in Europe and the US. https://dx.doi.org/10.2139/ssrn.528209
Yara, P. O., & Otieno, K. O. (2010). Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya. Asian Social Science, 6(12). http://kerd.ku.ac.ke/123456789/1028
Zuzovsky, R. (2009). Teachers’ qualifications and their impact on student achievement: Finding from TIMSS 2003 data for Israel. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 2, 37–62. https://ierinstitute.org/fileadmin/Documents/IERI_Monograph/Volume_2/IERI_Monograph_Volume_02.pdf#page=37
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493