MATHEMATICS TEACHERS' WORKLOADS AS A CORRELATION OF QUALITY ASSURANCE IN UPPER BASIC EDUCATION
Bibliographic record
Abstract
This study was designed to examine mathematics teachers’ workload vis-à-vis the students’ performance in Mathematics and as a correlation to quality assurance in upper basic education. As a descriptive study it consisted of four research questions and hypotheses at 5% level of significance. The study sample was comprised of twenty public secondary schools from which thirty-two mathematics teachers and one thousand and two hundred upper basic level 2 students were purposively selected for the study. Two instruments, a Mathematics Achievement Test (r = 0.78) and a “Questionnaire for Mathematics Teachers’ Workloads in Upper Basic Education Level 2” (r = 0.83) were used for the study. Data were analysed through simple percentages, Pearson moment correlation, t-test and one way ANOVA. Findings revealed that there was a significant relationship between mathematics teachers’ gender and students’ performance in Mathematics (t-cal>t-ratio, df = 1198; P<0.05) but there was no significant relationship between mathematics teachers’ qualification and students’ performance in Mathematics (F-cal<F-ratio, df = {4, 1194}; P>0.05). However, it was found that there was a significant relationship between mathematics teachers’ subject(s) taught and students’ performance in Mathematics (t-cal>t-ratio, df = 1198; P<0.05). Furthermore, study revealed that there was a significant relationship between mathematics teachers’ workload and students’ performance in Mathematics (F-cal>F-ratio, df = {7, 1191}; P<0.05). The implications of the findings were discussed and recommendation suggested towards ensuring better quality assurance for Mathematics in upper basic education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".