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Author(s): Ako Benjamin Tavershima, Tyav Orya Herbert.

Volume/Issue: Volume 5, Issue 1 (2025)

Page No: 59-75

Journal: British Journal of Contemporary Education (BJCE)

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Abstract:

This study assessed the preparedness and impact of NCE-trained mathematics teachers on Junior Secondary School students’ academic achievement in Benue State. Both cross sectional survey and experimental research designs were employed for the study. The population of the study consisted of all 45,172 JSS 2 students in 749 secondary schools. A sample of 360 students were selected using simple random sampling technique. Data was collected using Mathematic Achievement Test (MAT) and questionnaire. Data was analyzed using chart, frequency, percentage, mean and standard deviation as well as simple regression analysis. The study revealed that the level of preparedness of Mathematics teachers trained in the NCE program in the study area was low. Furthermore, there was no effectiveness of NCE-trained teachers in delivering Mathematics instruction. However, the study established that there was significant impact of NCE-trained Mathematics teachers on students’ academic achievement in Junior Secondary Schools in the study area. The study further showed that the problems faced by NCE-trained teachers for the effective delivery of Mathematics instruction were absence of education professional academy, lack of professional and in-service trainings, poor welfares, politicizing education among others. The study concluded that improvement in the level of training of NCE Mathematics teachers will lead to the higher academic achievement of the students in Junior Secondary Schools in the study area. The study recommended that government should restructure NCE program and also ensure that only qualified teachers are allowed to teach at all levels of education in the study area.

Keywords:

Preparedness, NCE-Trained Mathematics Teachers, Academic, Achievement.

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