Abstract

Students’ achievement in mathematics, a critical subject for academic and career success, is influenced by various factors, including teachers’ background, professional development, and teaching practices. In secondary schools within Buea Municipality, Cameroon, these elements play a significant role in shaping student performance in mathematics. This study investigates how the educational background of mathematics teachers, their continuous professional development, and their classroom teaching practices impact students’ achievement in mathematics.

The research employs a mixed-methods approach, combining quantitative data collection through standardized test results and qualitative insights gathered from interviews and classroom observations. The study focuses on secondary schools in Buea Municipality, selecting a sample of mathematics teachers and students to provide a comprehensive analysis of the variables under investigation.

Quantitative data is collected by examining students’ performance in mathematics exams and correlating it with the teachers’ qualifications, years of experience, and participation in professional development programs. Surveys are also conducted with students to assess their perceptions of their teachers’ effectiveness, teaching methods, and overall classroom environment. The qualitative component of the study involves interviews with teachers to explore their educational backgrounds, the extent of their professional training, and the specific teaching practices they utilize in the classroom. Additionally, classroom observations provide direct insight into the instructional methods and interaction styles that teachers employ to facilitate student learning in mathematics.

The findings reveal a strong correlation between teachers’ educational background and student achievement in mathematics. Teachers with higher academic qualifications and specialized training in mathematics education tend to produce better student outcomes. Furthermore, continuous professional development is shown to be a critical factor in enhancing teaching practices, leading to improved student performance. Teachers who engage in regular professional training are more likely to adopt innovative teaching methods, utilize diverse instructional strategies, and create a more engaging learning environment for students.

Effective teaching practices, such as the use of interactive problem-solving techniques, differentiated instruction, and the integration of technology in mathematics instruction, are identified as key contributors to higher student achievement. Teachers who regularly update their skills through professional development programs demonstrate a greater ability to address the diverse learning needs of students and to foster a deeper understanding of mathematical concepts.

However, the study also identifies challenges that hinder student achievement in mathematics, including inadequate professional development opportunities, insufficient resources for mathematics instruction, and large class sizes. These challenges limit teachers’ ability to implement effective teaching practices consistently and reduce the overall quality of mathematics education in secondary schools.

In conclusion, the study underscores the importance of teachers’ background, continuous professional development, and effective teaching practices in enhancing students’ achievement in mathematics in Buea Municipality. For improved student outcomes, educational authorities must prioritize professional development programs, ensure access to adequate teaching resources, and support teachers in adopting innovative instructional methods. By addressing these key factors, schools can significantly boost mathematics achievement among secondary school students.

Keywords: Teacher background, professional development, teaching practices, student achievement, mathematics education, secondary schools, Buea Municipality, Cameroon.