Original Research

The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

Simon E. Akpo, Loyiso C. Jita
The Journal for Transdisciplinary Research in Southern Africa | Vol 9, No 3 | a191 | DOI: https://doi.org/10.4102/td.v9i3.191 | © 2013 Simon E. Akpo, Loyiso C. Jita | This work is licensed under CC Attribution 4.0
Submitted: 08 March 2016 | Published: 30 December 2013

About the author(s)

Simon E. Akpo, Education consultant in Namibia
Loyiso C. Jita, School of Mathematics, Natural Sciences and Technology Education, University of the Free State, South Africa

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Abstract

This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

Keywords

teacher qualifications; teaching experience; subject specialisation; academic performance; Junior Secondary School Certificate; and mathematics achievement

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