IMPACT OF MATHEMATICS TEACHERS CONTENT MASTERY ON STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN ABUJA

This study examined the influence of mathematics teachers' content mastery on students' academic achievement in secondary schools across Abuja, Nigeria. Using a correlational research design, data were collected from 30 mathematics teachers, comprising 18 male and 12 female teachers, and 600 SS II students across the six area councils in the FCT. A multistage sampling procedure, which involved simple random techniques were used to select 30 mathematics teachers who took part in this study. The instruments used for data collection were a questionnaire and a mathematics achievement test (MAT), and the term SS II mathematics results. Data was analysed using frequency counts, percentages, and ANOVA statistics. The findings revealed that there were significant differences in the achievement of mathematics students between those taught by qualified and experienced teachers and those taught by non-professional and inexperienced teachers. There was no significant difference in the achievement of mathematics students, among those taught by male and female teachers in Senior Secondary Schools in Abuja. The findings revealed a strong, positive, and statistically significant relationship between teachers' content mastery and student academic achievement. It was also found that both teacher qualification and teaching experience had significant effects on student Achievement. The study recommends INSET teacher training, strict qualification requirements, and continuous professional development to improve teaching outcomes in mathematics.