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Teachers’ Experience and Motivation as Predictors of Students’ Achievement

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Teachers‘ Experience and Motivation as Predictors of

Abstract: This study examined teachers’ experience and Mathematics is essential as opined by the National Research
motivation as predictors of students’ academic achievement and and Development Council (NERDC) (1989) where it was
interest in mathematics in Delta North Senatorial District. Two stated that ―sufficient mathematics skill and understanding
research questions and two corresponding hypotheses that affects a student‘s ability to make critically important
guided the study were answered and tested, respectively. The
educational, life and career decisions‖. Students according to
study employed the correlational research design. Three research
instruments which are the Teachers’ Demographics and Sherman et al.,(2014) falls below their expected level in
Motivational Level Questionnaire, Students’ Interest mathematics achievement for several reason such as
Questionnaire and Students’ Mathematics Achievement Score environmental factor (instruction, curriculum materials, gap
were used to collect the data analyzed for this study. The data between learners and subject) and personal factors (teacher
obtained from the study were analyzed using, Canonical motivation, memory ability of students, attention span of
Correlation, Multiple Regression. The result obtained from the students and understanding of mathematics language).
study revealed that Experience was found to be a significant
predictor of students’ academic achievement in mathematics, but No doubt, the quality of education in any nation is
did not significantly predict student interest in mathematics. determined by the quality of teachers in such nations. The
Motivation was also, a significant predictor of academic importance of teachers‘ experience in the academic
achievement, but not a predictor of student interest. The achievement of students in various subjects has been
combination of the teacher variables highly predicted student emphasized by various researchers (Adeyemi, 2008; Huang &
academic achievement in mathematics and explained a very Moon, 2009; Commeyras, Bisplinghoff, & Olson, 2003).
large variance in the dependent variable with Motivation being a
higher unique contributor in the variance explained than
Teachers‘ experience can be defined as the length of time a
teachers’ experience. The combination of the teachers’ variables teacher has been teaching. Adeyemi (2008) stated that
did not significantly predict students’ Interest in mathematics. It ―experienced teachers have been argued as being a necessary
was recommended that mathematics teachers that are tool for the effective result in student‘s academic
experienced should be made to teach mathematics at the Senior achievement‘.
Secondary level in schools and as much as possible, these
teachers should be motivated (monetary and non-monetary) by Despite the years of teaching experience of
their employers. mathematics teacher being necessary for teaching
effectiveness, the motivation of such teachers has been seen as
Keywords; Experience, Motivation, Academic Achievement, a necessary tool to encourage teachers as well as increase
Interest, Students, Teachers
students‘ academic achievement (Shabeena, Nighat, Noshaba
I. INTRODUCTION & Sufiana, 2013). Motivation and satisfaction of employees
by their employers have always been an important issue, but
T he importance of mathematics in the lives of students
cannot be overemphasized. Right from the cradle,
children are taught mathematics, and as they grow, the
very few organizations have made job satisfaction a top
priority. Perhaps as stated by Male (2009), ―they have failed
to understand the significant opportunity that lies in front of
mathematics they learn advances from simple counting of them‖. Male (2009) further opined that employees that were
numbers to addition and subtraction, and thereafter to division well motivated in terms of training, recognition, salary,
and multiplication, fraction and word problems for those in induction, and so on tends to be more productive, creative and
primary schools. As the children progress in their study, the committed to their employers than those who are not
mathematics they learn advances accordingly, until they get to motivated.
the secondary school level. At this level, some students begin
to lose interest in the subject. Generally, the achievement of The years of experience of a teacher has been defined
students in mathematics at this level also seems to be poor. as the duration a teacher has been teaching a particular
Hence, mathematics is seen to present many challenges to subject. Aina and Olanipekun (2015) stated that a teacher‘s
students at the secondary school level of study. year of experience is one of the indicators believed to be

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playing a significant role in the academic performance of students between schools having more teachers with who are
students with higher achievement. Darling-Hammond (2000) experienced and schools having more teachers with less
confirmed this statement in his study, which showed that teaching experience. Sawchuck (2015) stated that findings
inexperienced teachers are most time less efficient than the from a handful of recently released studies are raising
experienced ones, while effectiveness and years of experience questions about the proposition that teachers improve over
have been found to be correlated. It is, therefore, necessary their first three or so years in the classroom and plateau
that mathematics teachers be well experienced so as to thereafter. In fact, they suggested that the average teacher's
positively influence students‘ academic achievement in the ability to boost student achievement increases for at least the
subject. first decade of his or her career—and likely longer. Moreover,
teachers' deepening experience appears to translate into other
It was however cautioned, that using years of
student benefits as well. One of the new studies, for example,
experience in Nigeria as a yardstick to access a teacher may
link years on the job to declining rates of student absenteeism.
be misleading. In their opinion, many teachers may have been
Absenteeism in a class depicts lack of interest in that subject,
teaching for a very long time, without proper self-
and time spent on reading and homework completion show
development, these categories of teacher Aina and Olanipekun
increasing interest in the subject. Sawchuck (2015) found that
(2015) state cannot cope with the new trends in Education.
as teachers gain experience, absenteeism to class reduced and
Hence, ―it is better to say there is a positive relationship
more mathematics students attended to their homework
between experience and student achievement when there is
showing their interest in the subject. Hill, Rowan and Ball
adequate teacher professional and academic development‖.
(2014) found that many teachers in the kindergarten level and
There have been a lot of debates as to whether the first grade explain their choice of grade level by referencing
years of experience of a teacher can influence the academic both their love of young children and their lack of
achievement of the students they teach. As stated earlier, the mathematical knowledge. This is quite detrimental. These
issue of experienced and inexperienced teachers varies from young children will grow also not having interest in
country to country. While some may indicate that 5 years mathematics because they never had a good foundation of the
teaching and above is regarded as experienced, others are of subject. Khayati and Payan (2014) found that there are lots
the opinion that for a teacher to be termed experienced, he factors that influence students‘ interest in mathematics. They
must have taught that particular subject for up to 20 years. found that experienced teachers are better at stimulating
Several Studies (such as that of Alafiatayo et al., 2016; Yusuf students‘ interest in mathematics especially if they have a love
& Dada, 2016; Ewetan &Ewetan, 2015) conducted in Nigeria for the subject.
have used above 5 years of teaching experience to qualify a
Motivation is defined as a predisposition to act in a
teacher as being experienced in Teaching. While some
certain manner. It is concerned with the factors that influenced
studies indicated that years of teaching experience can
people to behave in certain ways (Igbaekemem, 2014). It was
influence students‘ academic achievement, others were of the
noted by Igbaakemem (2014) that a major problem facing
opinion that years of teaching experience cannot influence
employers of labour is the ability to motivate their staff in
students‘ academic achievement. Bamidele and Adekola
order to improve performance. To motivate an individual,
(2017) also that there was a significant difference in the
therefore, is to make such an individual move in the direction
achievement of JSS III students taught by teachers with long-
that you want him or her to go in order to achieve a positive
time experience and students taught by teachers with short
result. Motivation has also been defined as a teacher direction
time experience. Bamidele and Adekola (2017) went further
to behaviour, or what causes a person to want to behave in a
to state that this difference observed may be due to the fact
particular way or vice-versa (Elliot & Covinton, 2001).
that experienced teachers are not dictatorial in the classroom,
Motivation is, therefore, the desire and willingness to do
are open to correction and have a richer background
something, as result of been prompted by a motive. Shafiwu
knowledge and experience. The study of Huang and Moon
(2014) is of the opinion that motivation is very essential to the
(2009) indicates how teaching a particular grade for a number
continued growth of the educational system. This is so
of years can influence students‘ achievement. Their result
because a well-motivated teacher will always teach effectively
shows that the achievement gain of the students studied by
which in turn will result in improved students‘ academic
them increased progressively as the years of experience of the
achievement. When a teacher is motivated to teach, such
teachers increased from 0 years to about 20 years of teaching
teacher will help the students build interest in the subject that
a particular grade. But after 20 years they observed that the
is being taught.
achievement gain of the students began to drop. Huang and
Moon (2009) therefore concluded that years of teaching Motivation is according to Armstrong (2006) is
experience can have a positive and negative influence on associated with factors that influence people to behave in a
students‘ achievement as students‘ achievement increases in particular way. In a study by Falola, Ibidunni and Olokundun
the first 20 years of the teachers teaching experience for that (2014), it was agreed that salaries, bonus and allowances
grade and then start diminishing after 20 years of teaching a motivate employees to have a prolific attitude towards work.
particular grade. Ewetan and Ewetan (2015) in their study A greater percentage of the respondents in this study also
indicated a significant difference in the achievement of established that well-paid employees perform better in their

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job. In a study that was conducted by Imo (2013) in Ikot curricula prior to enrolling in College and less interest in
Ekpene Local Government Area of Akwa-Ibom State, Nigeria pursuing a career in the sciences (Allahnana et al., 2018)
to examine the influence of Motivation of Teachers and their
Education, especially the subject Mathematics, has
incentives on Students Academic Performance in Biology, it
been acknowledged as the engine for growth and development
was found that teachers that are well motivated, teach
(Male, 2009). To achieve this, Teachers are expected to teach
effectively in classroom than those teachers that were not
well. This can only be achieved if they are experienced and
motivated at all. He, therefore, recommended that a teaching
work from a supportive and conducive environment. Male
and learning atmosphere that is conducive should be provided
(2009) stated that a conducive environment is one in which a
for teachers to enhance effective teaching and learning
teacher is well motivated either with monetary or non–
process. Nordin (2007) found that the students rated
monetary motivators.
mathematics the most interesting subject to learn. He noted
that interest is closely related to motivation. They found that Statement of the Problem
in their study, students‘ interest in mathematics was
influenced by the use of English and not because the teachers Despite several efforts of the government to
encourage teachers to improve the academic achievement of
are motivated to teach. Vansteenkiste, Sierens, Soenens,
students as well as get students interested in studying
Luyck, and Lens (2009) found in that study that when a
mathematics, there are still concerns that students‘ interest in
teacher is motivated to teach, it influences students study
mathematics is diminishing and their academic achievement is
strategies, as the student will be more interested in studying.
They noted that the teachers that were motivated to teach, had generally poor in the Senior Secondary School Examination
their medical student willing to study and follow a highly conducted by WAEC and NECO. This has brought a lot of
concern to the government, examination bodies and even
specified path to be able to qualify to practice as doctors.
parents. Lots of factors have been attributed to the poor
Mathematics is a body of knowledge that is essential achievement and lack of interest in mathematics by senior
for achievement in any endeavor of man (Anaduaka& Okafor, secondary school students. These factors are variables that
2013). Academic achievement is the measurable behaviour in could inhibit effective teaching and learning of mathematics.
a standardized series of test. It is regarded as an act of They include lack of qualified teachers, teaching experience,
completing an action (Simpson & Weiner, 1989). Academic lack or inadequate use of instructional materials and lack of
achievement score is therefore measured in relation to what is motivation. It is against this backdrop of students‘ poor
attained at the end of a course. It is the accomplishment of a academic achievement and lack of interest in mathematics that
medium- or long-term goal. Since the students‘ result to be this study sought to examine the variables of teachers‘
used for this will be the last terms mathematics score, the term experience, motivation, as predictors of students‘ academic
academic achievement will mainly be used for this study. For achievement and interest in Mathematics among secondary
a secondary school student to be termed successful in his school students in Delta North Senatorial District.
WASSCE or NECO, he/she should have had at least a credit
Research Questions
in the subject mathematics. The mathematics achievement
score of students in Nigeria in recent years has been very poor The following questions were raised to guide the study.
(Anaduaka& Okafor, 2013; Musa & Dauda, 2014). Musa and
Dauda (2014) in their study on the trends of mathematical 1. What is the Relationship between Teachers‘ Years of
achievement in WAEC from 2004 to 2013 predicted based on Experience, motivation and Students‘ Achievement in
the observed achievement scores, that by 2020 only 31.50% of Mathematics?
students will have credit in mathematics in WAEC. 2. What is the Relationship between Teacher Years of
Experience, motivation and Students Interest in
Interest according to Ugbouma (2012) is an Mathematics?
important variable in learning, this, according to him is
because when a person becomes interested in an activity such Hypotheses
a person is likely to be more deeply involved in that activity. The following hypotheses were formulated and tested at a
Interest is the quality in something that attracts somebody‘s significance level of 0.05:
attention and makes them want to know more about it. It is the
tendency to seek out and participate in certain activities. It can Ho1: Teachers‘ Experience and Motivation are not significant
be expressed through simple statements made by individuals predictors of Student‘s Achievement in Mathematics
of their likes and dislikes (Ugbouma, 2012). Allahnana, Ho2: Teachers‘ Experience and Motivation are not significant
Akande, Vintseh, Alaku and Alaku (2018) opined that the lack predictors of Student‘s Interest in Mathematics
of interest in Mathematics has direct implications for students' Purpose of the Study
involvement in areas that require a Mathematics background,
and an indirect effect on other areas of life. Poor mathematics- The main purpose of this study is to determine the
related achievement tests and lower grades in Mathematics relationship exists between teachers‘ qualification, experience,
has been attributed to lack of interest in the subject which and motivation with students‘ academic achievement and
results in less interest in taking challenging Mathematics

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interest in Mathematics among secondary school students in The Study was limited to SS1 students (males and Females),
Delta North Senatorial District. as students‘ opinions from other classes were not considered,
thus giving room for incomplete comparison which imposes a
The specific objectives of this study are to:
limitation to the study.
1. Determine the Relationship between Teachers‘
II. RESEARCH METHOD AND PROCEDURE
Experience, Motivation and Student‘s Achievement
in Mathematics Research Design
2. Determine the Relationship between Teachers‘
The research design for this study is the correlational
Experience, Motivation and Student‘s Interest in
research design.
Mathematics
Population of the Study
Significance of the study
The population for the study comprised all
The outcome of this study would be significant to
mathematics teachers and senior secondary school
teachers, school management, parents, students, ministries of
mathematics students in SS1 in Delta North Senatorial
education, Future researchers and school proprietors and
District.
proprietresses. The findings of this study would be of great
help to teachers via on the imperative of formal education as it Sample and Sampling Technique
will help them to realize that more training produces better
The sampling technique used is the stratified random
achievement in students. This will help them strive for higher
sampling technique, the study area, Delta North Senatorial
qualifications to help improve their teaching methods and
knowledge to enhance the better achievement of their students District comprises nine local government areas. The
in mathematics. This is likely to help awaken head teachers Senatorial District was stratified into three Educational
Zones, Furthermore, four secondary schools were sampled
and principals on the need for better ways of motivating
from each Local Government Area selected (using the simple
teachers in schools.
random sampling) in the zones. The sampled teachers used
The Educational administrators through this study for this study are one mathematics teacher for SS 1 in each of
may be well informed of the importance of employing the schools, making it 24 mathematics teachers. For the
qualified and experienced mathematics teachers and on the sampled students, intact classes that these 24 mathematics
need to provide policies that motivate the teachers working teachers are teaching were used for the study. A total of 952
under them since a teacher that is well motivated will have a SS1 students were used for this study.
positive influence on the students. Information provided by
Research Instruments
this study will be a source of information to school
administrators and Parents teachers association as they would Three Instruments were used for this study. They are
know that motivating teacher through monetary and non– Teachers‘ variables and Motivational Level (TDML)
monetary means will result in job satisfaction which will, in Questionnaire, Students Interest in Mathematics (SIM)
turn, improve students‘ academic achievement and interest in Questionnaire and Past Mathematics Achievement Scores for
the study of mathematics and other subjects in general. the SS1 student sampled.
Information provided by this study will be a source The first instrument used for data collection was a
of information for future researchers such that variable not questionnaire titled; Teachers‘ variables and motivational
covered in this study can then form the basis for their own level Questionnaire. The teachers‘ questionnaire was divided
research work. For curriculum planners, this study may help into two sections. Section A elicited personal information of
them include into curriculum the appropriate variables that the teacher like their Gender, Educational attainment, grade
will help in realizing the objectives of the curriculum. level, Certification, Years of experience, and the area of
Scope and Delimitation of the study specialization. Section B addressed the motivational level of
the mathematics teachers. The items on the motivation scale
The scope of the study is restricted to teachers‘ were adapted from the work of Bernard, Wilson, and Gardner
experience and motivational level as predictors of students‘ (2009). It adopted the Four points Likert scale (4- strongly
academic achievement and interest in Mathematics. The agree, 3- Agree, 2 –disagree and 1 strongly disagree) and has
Scope of mathematics Teachers‘ Experience is based on their 12 statements addressed to various aspects of motivation. This
years of teaching service that is from 1 to 35 years of service questionnaire was distributed to the SS1 mathematics teachers
as a mathematics teacher. The motivational level was based from the schools sampled.
the job satisfaction, relationship with fellow teachers, school
The second instrument was the students‘
management, their salaries and promotion. The study was
questionnaire titled ‗Students Interest in Mathematics‘
delimited to selected SS I mathematics teachers and SS I
Questionnaire (SIMQ). The questionnaire addressed their
students in Delta North Senatorial District.
gender, Age and Class. As well as their likes and dislikes for
Limitations of the Study the subject mathematics. Negatively worded statement was

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reversely coded. The Third instrument used was the First term Moment Correlation and Canonical correlation. Hypotheses
(2018/2019 session) Mathematics Achievement scores for the were tested were tested using Multiple Regression Analysis.
SS1 students in the sampled secondary schools where be These tests were conducted at a 95% confidence level (or 0.05
provided by the various school authorities. levels of significance).
Reliability of the Research Instruments III. RESULTS
To ensure the internal consistency of the instrument, Research question I
the researcher prior to the administration of the instrument,
What is the Relationship between Teachers‘ Experience,
administered it to a non-test group. The reliability of the
Motivation and Student‘s Academic Achievement in
instrument was tested using Cronbach‘s alpha for estimating
Mathematics?
the internal consistency of the instrument. For the Student
Questionnaire which is the SIM, the instrument had a Table I: canonical correlation between Teachers‘ Experience, Motivation and
reliability index (α) of 0.82, while the TDMS instrument had a Student‘s Academic Achievement in Mathematics
reliability index (α) of 0.81. These were adjudged high Variance
Teachers Variable R Canonical r
enough for the study. explained
Teachers Experience 0.455
Method of Data Collection 0.774 0.598
Motivation 0.609
Copies of the questionnaires were administered by
the researchers to the teachers and students in the 24 Table 1 showed that teachers experience has a
secondary schools that were used for the study. These positive relationship with academic achievement (r = 0.455),
questionnaires were administered by the researcher and with motivation also has a positive relationship with students‘
the help of some research assistants that lived in some of the academic achievement (r = 0.609), the combination of
locations of the study. The various school authorities were teachers experiences and motivation had a positive
approached for permission to distribute the questionnaire to relationship with Students‘ academic achievement in
the students of the various schools. All the administered Mathematics (cancor r = 0.774). The variance explained by
copies of the questionnaire were retrieved from the the combination of the teachers experience and motivation is
respondents by the researcher and her assistants. The past 0.598, indicating that the combination of the two teachers‘
result (previous terms mathematics achievement scores) of the variables have a positive influence of 59.8% on the academic
students were collected from the schools. achievement of their students in Delta North Senatorial
District.
Method of Data Analysis
Hypothesis 1
The data collected were collated and analyzed using the
Statistical Package for Social Science (SPSS) version 23. The Teachers‘ Experience and Motivation are not significant
research questions were answered using the Pearson Product predictors of Student‘s Achievement in Mathematics
Table II: Multiple Regression analysis between Teachers‘ Experience, Motivation and Student‘s Achievement in Mathematics
Std. error of
Source SS df MS F Adjusted R2 Ρ
Estimate
Regression 533.50 2 266.75
Residual 357.98 21 17.047 15.69 0.560 4.13 0.00
Total 891.48 23

Significance: P< 0.05

Table II showed that there was a significant academic achievement, the regression coefficients were
relationship between Teachers‘ Experience, motivation and computed. The result is presented in Table 3
Students‘ Academic Achievement in Mathematics (F (2, 21) Table III: Regression coefficients of Teachers‘ experience and motivation on
= 15.69; ρ < 0.05). The adjusted R2 value of 0.560 indicates students‘ academic achievement in mathematics
that the combination of teachers‘ years of their teaching
Standardize
experience and motivation has a large influence of 56% on Unstandardized d
the academic achievement of students in mathematics. The Coefficients Coefficient
Model Ρ
null hypothesis Eight is therefore rejected. The result s
therefore showed that there is a significant relationship Std.
B Beta
Error
between Teachers‘ Experience, motivation and Students‘ (Constant) 28.141 5.951 0.000
Academic Achievement in Mathematics. To determine the Teachers years of
level at which each variable significantly predicted student 0.480 0.139 0.477 0.002
Experience
MOTIVATE 0.746 0.165 0.626 0.000

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Table III showed that the B values for Teachers years of of teachers‘ qualification and years of their teaching
experience and motivation. For teachers‘ experience, the B experience has a very small influence of 2.6% on interest of
value is 0.480 indicating that if there is an increase in teacher students in mathematics. The Null hypothesis eleven is
experience by one unit; students‘ academic achievement will therefore accepted. The result maintained that Teachers‘
increase by 0.480 units (this is true only if the effect of Experience and Motivation are not significant predictors of
motivation is held constant). For motivation the B value is Student‘s Interest in Mathematics.
0.746. This means that for every one unit increase in teachers‘
IV. DISCUSSION OF RESULT
motivation, there will be an increase of 0.746 units in the
academic achievement of students (this also is true only if the The study revealed a significant relationship between
effect of teachers‘ years of teaching experience is held teachers‘ years of experience and students‘ academic
constant). achievement in mathematics. This finding is similar to that of
Ewetan and Ewetan (2015) who reported in their study, that
In determining if the predictors are making
year of teaching experience influence student‘s achievement.
significant contribution to students‘ academic achievement in
Rice (2010) also reported that the impact could positive or
mathematics, the beta value is used. The Table 3 shows that
negative. This study however reported a positive impact of
both teachers variables are significant positive predictors of
experience on students‘ academic achievement in
students‘ academic achievement in mathematics; but of the
mathematics. Other studies which reported similar finding are
two, teachers experience (β = 0.477; ρ < 0.05), is a lesser
that of Bamidele and Adekola (2017) and Bonney et al.
significant positive predictor of students‘ academic
(2015). Both reported in their study, that teachers with higher
achievement in mathematics than teachers‘ motivation (β =
years of experience had students with higher achievement
0.626; ρ < 0.05), in the model.
scores, confirming the predictive direction of this study. The
Research Question 2 study revealed no significant relationship exists between
teachers‘ years of experience and students‘ interest in
What is the Relationship between Teachers‘ Experience,
mathematics. This is contrary to the findings of Khayati and
Motivation and Student‘s Interest in Mathematics?
Payan (2014) and Hill, Rowan and Ball (2014), whose studies
Table IV: Canonical Correlation between Teachers‘ Experience, Motivation revealed that teachers‘ year of experience is a factor that
and Student‘s Interest in Mathematics influences students‘ interest in mathematics positive.
Variance
Teachers Variable R Canonical r
explained This study also revealed that there was a significant
Teachers Experience 0.299
relationship between teachers‘ motivation and students‘
0.332 0.110 academic achievement in mathematics, hence motivation is a
Motivation 0.134 significant predictor of students‘ achievement in mathematics.
The finding in this present study is similar to that reported by
Table IV showed that the combination of teachers‘
Shafiwu (2014) in Wa Municipality, where the researcher
experience and motivation had a positive relationship on
reported that public basic school teachers that were motivated
Students‘ interest in Mathematics (cancor r = 0.332). The
reflected in their students‘ achievement. Ofoegbu (2004) also
variance explained by the combination of the teachers
reported a similar finding in his study, where he observed that
experience and motivation is 0.110, indicating that the
primary school teachers indicated that quality of education
combination of the two teachers‘ variables have a positive
could be improved by motivating teachers to teach. Unlike the
influence of 11% on the academic achievement.
report of Vansteenkiste et al. (2009), who reported that
Hypothesis 2 teacher motivation influence students‘ self-determination in
students, the finding of this study reveals otherwise. In this
Teachers‘ Experience and Motivation are not significant
study it was revealed that there was no significant relationship
predictors of Student‘s Interest in Mathematics?
between teachers‘ motivation and students‘ interest in
Table V: Multiple Regression Analysis between Teachers‘ Experience, mathematics. Vansteenkiste et al. (2009) however, stated that
Motivation and Student‘s Interest in Mathematics the quality of the motivation matters. As noted by Male
Adjusted
Std. (2009) monetary and non- monetary motivation of teachers,
Source SS df MS F error of Ρ tends to yield better results in the students.
R2
Estimate
Regression 27.69 2 13.84 This study revealed that there was a significant
relationship between Teachers‘ Experience, motivation and
Residual 222.99 21 10.62 1.30 0.026 3.26 0.29
Students‘ Academic Achievement in Mathematics (hence
Total 250.68 23 significant predictors of students‘ achievement in
mathematics). This finding is in line with the report of
Table V showed that there is no significant
Bamidele and Adekola (2017), where it was asserted that
relationship between Teachers‘ experience and motivation on
experienced teachers are less dictatorial in the classroom and
students‘ interest in Mathematics (F (2, 21) = 1.30; ρ > 0.05).
are open to correction because they draw from the wealth of
The adjusted R2 value of 0.026 indicates that the combination
experience that they have, hence they are able to influence

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their students‘ academic achievement positively. This finding 4. Also award giving day should be organized by the
is also supported by Male (2009) who reported that higher government /school authorities to appreciate the
academic achievement of students is associated with teachers outstanding mathematics teachers.
that motivated to teach (such as those with higher pay). The
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because of the fact, that teachers that are experienced in public students‘ learning outcomes in secondary schools in Ondo State,
Nigeria. Educational Research and Review, 3(6), 204-212.
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the inexperienced teachers. And so their experience being qualifications and its implication on students‘ academic
commensurate with the income or other incentives tends to achievement in Nigerian schools. International Journal of
boost the effort the teachers apply in the teaching and learning Educational Research and Information Science, 2(2), 10-15.
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academic achievement in students. The study revealed that _Teachers%27_Qualifications_and_Its_Implication_on_Students%
was no significant relationship between Teachers‘ experience 27_Academic_Achievement_in_Nigerian_Schools
and motivation on students‘ interest in Mathematics. [3] Alafiatayo, B.M., Anyanwu, R.I., &Salau, O.A. (2016). Effect of
selected teachers‘ abilities on students‘ attitudes and academic
Finally, this study revealed that while teachers‘ years performance in biology among secondary schools in Sabon-Gari
Local Government Area, Kaduna State, Nigeria. IOSR Journal of
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