Teachers’ gender and effective classroom management and teaching methods as a dimension for teaching effectiveness of mathematics teachers in ikom education zone of cross river state, nigeria

Abstract

The purpose of this study was to determine teachers’ gender, effective classroom management and teaching methods as a dimension for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. A sample of 145 mathematics teachers were selected from a population of 182 teachers for the study. The selection was done through the census sampling technique. The questionnaire was the instrument used for data collection. To test the hypotheses independent t-test and population t-test statistical analysis were adopted. The .05 level of significance was used for the statistical testing of the hypothesis. The result of the analysis revealed that, teachers’ gender significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that effective classroom management and teaching methods as dimensions for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria are significant high. Based on the findings of the study, it was recommended that teachers’ should develop good student-teacher relationship to asset for effective teaching. Workshops, seminars, and conferences should be organized by government and other professional bodies to enlighten the teachers on the importance of teaching effectiveness in the school system.