Teachers’ Problem-Solving Skills as Predictor of Senior Secondary Students’ Task Persistence in Mathematics in Cross River State

Source abstract

This study examined teachers' problem-solving skills as predictor of senior secondary students' task persistence in mathematics in Cross River State. Two research questions and two null hypotheses were created to guide the study. This study was conducted using a correlational survey design. All 13,922 senior secondary three (SS 3) math teachers and students in Cross River State's 269 public secondary schools made up the study's population. 377 respondents 16 male math teachers, 16 female math teachers, and 345 students made up the study's sample size. The sample for this study was selected using a multi-stage selection technique. Data was gathered using the Students' Mathematics Task Persistence Rating Scale (SMTPRS) and the Rating Scale for Mathematics Teachers Problem Solving Skills (RSMTPSS). RSMTPSS and SMTPRS had reliability values of 0.81 and 0.91, respectively. Research problems were addressed using Pearson Product Moment Correlation, and all hypotheses were examined using regression ANOVA (F ratio) at a significance level of 0.05. The findings showed a significant and favorable relationship between students' task persistence in learning mathematics and teachers' problem-solving abilities. The results also demonstrate that students' task endurance in learning some-infused mathematical concepts was significantly predicted by teachers' problem-solving abilities. With a coefficient of determination of 0.19, or 19% predictive capacities, male math teachers' problem solving abilities predicted students' task persistence in studying mathematics more than their female counterparts. It was suggested that math teachers participate in ongoing professional development courses aimed at improving their ability to solve problems, think strategically, and effectively teach enriched subjects.