Teacher Personality Traits as Predictors of Mathematics Achievement among Students in Oyo State, Nigeria

Abstract

Literacy in mathematics is crucial in almost every area of human endeavour, and no endeavour can be separated from a mathematical bent. Despite all the changes and initiatives, students’ achievement in Mathematics at public examinations is still not encouraging. There is therefore the need to shift research focus from teaching strategies and student-related factors to Teacher personality traits. This study therefore examined the teacher personality traits (OCEAN) that would be effective in predicting students’ achievement in Mathematics. The study adopted survey design of correlational type. The sample consisted of 1387 students who were randomly selected from 45 public secondary schools across Oyo State. Instruments used were: Teachers’ Personality Traits Inventory with five subscales (Neuroticism, r=0.85; Extraversion, r=0.83; Openness, r=0.81; Agreeableness, r=0.68 and Conscientiousness, r=0.78.) and Mathematics achievement test (r=0.82). Multiple regression and Pearson product moment correlation were used to analyse the data at the 0.05 level of significance. Neuroticism (r=0.88); Extraversion (r=0.83); Openness (r=0.97); Aggreableness (r=0.92) and Conscientiousness (r=0.87) had significant relationship with students’ achievement in Mathematics. There was a significant joint correlation of personality traits (R=1.00); (F_(5,1381)=502716.05) on students’ achievement in mathematics with contribution of 99% to the total variance of students’ achievement in Mathematics. Students' mathematical achievement was significantly influenced by openness (β=1.59, t=362.92) and agreeableness (β=0.19, t=57.19). Students' mathematical achievement was most impacted by openness. Among other things, it was suggested that mathematics teachers should have personalities that are adaptable, proactive, and dynamic when teaching the subject. Teachers should be exposed to regular series of in-service training.