Teacher qualifications as predictors of student achievement in mathematics

• Main Author: Winsor, Brian J., 1955-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1979
• Subjects: Mathematics teachers; Mathematics > Study and teaching; Canada; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/66857

Thesis (M.Ed.)--Memorial University of Newfoundland, 1980. Education Bibliography: leaves 111-114. -- QEII has photocopy. The research for this study focused on differences in achievement among grade eleven mathematics students. The purpose of the study was to identify some of the factors determining levels of student achievement with particular emphasis on the impact of teacher qualifications. -- The determinants of student achievement in mathematics were considered under three categories; (a) Teacher Resources; (b) Student Resources; and (c) School Resources. -- The data used in this study were taken from the Fagan Merge File that was compiled by Dr. Michael Fagan of I.R.E.D. at Memorial University consisting of data collected by Dr. L. Parsons on "Career Decisions of Newfoundland Youth"; Dr. P. Warren’s collection on "Existing Facilities in Newfoundland Schools"; the Educational Staff Record collected by Statistics Canada; and the Public Examinations Master File. The merge file contained information related to teachers and students for the year 1973-74. The statistical analyses consisted of Pearson product moment correlations and regression analyses. - The study found that the only significant determinants of student achievement in mathematics (algebra and trigonometry) were: students’ socioeconomic status, students’ self-concept of ability, school facilities, school enrolment, and student ambition. All these relationships were positive.