Influence of teachers' pedagogical practices on students' academic achievement in Mathematics among selected secondary Schools in Kira municipality, Wakiso District.

Abstract

The study examined the influence of teachers‟ pedagogical practices on students‟ academic achievement in mathematics among secondary schools in Kira Municipality, Wakiso District. It was guided by four objectives namely; to establish the influence of teachers‟ planning and preparation to teach on students‟ academic achievement in mathematics; to ascertain the influence of teachers‟ management of classroom environment on students‟ academic achievement in mathematics; to examine the relationship between teachers‟ instruction of learning on students‟ academic achievement in mathematics; and lastly to examine the relationship between teachers‟ professional responsibility on students‟ academic achievement. It adopted both a cross-sectional survey design as well as a phenomenological research design. This study involved 900 students, 6 head teachers, 6 directors of studies, 6 heads of department and 6 mathematics teachers. Research instruments were self-administered questionnaire, interview guide, lesson observation checklist and documentary analysis checklist. The study findings revealed that, many of the mathematics teachers are trying to implement effective planning and preparation, proper classroom management, adequate instruction of learning as well as observing their professional responsibility. It was therefore concluded that effective teachers‟ pedagogical practices promote teachers‟ confidence in teaching, bring students closer to teachers which support students‟ academic achievement, although these practices do not do it solely. It was then recommended that mathematics secondary school teachers should constantly adhere to their core pedagogical practices through closely supervising teachers in view of enhancing students‟ academic achievement in the subject.