The Relationship between Teachers’ years of teaching experience and the impact on Student`s Academic Achievements in Senior Secondary School Mathematics in Taraba state.

Abstract

This study examined the relationship between teacher’s years of teaching experience and the impact on Student`s Academic Achievements in Senior Secondary School Mathematics in Taraba state. Nigeria. The study adopted simple survey design. A review of related literature to the study was carried out. Data collected and collated were based on a set of Scales in the Questionnaire Mathematics Teacher’s Years of Teaching Experience Related Scales (MTYTERS) consisting of twenty four (24) items and was administered to eighteen (18) public schools across the State; three LGA from each senatorial zone of the State, consisting of nine (9) LGAs with sample size of 900 students. These instruments were validated and found to be reliable at 0.89 and 0.91 respectively. One hypothesis were generated and tested at 0.05 significant level and Data were analyst using Chi-square and Pearson correlation Statistical Method through SPSS statistical Software computer package. The Null hypothesis was rejected and the alternative upheld. Findings revealed that there is significant moderate positive relationship between teacher’s years of teaching experience and the impact on Students Achievement in senior secondary school Mathematics. Hence from the findings made, the researcher drew conclusion and recommended among others that Government through the Ministry of Education should ensure that qualified and experienced teachers be employed into the school system to help stimulate and enhance academic achievement in senior secondary schools mathematics.