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Olutayo Toyin Omole, University of Ibadan, NigeriaBabatunde Kasim Oladele, University of Johannesburg, South Africa
Abstract
This study investigated teachers’ instructional design skills, students’ perceptions towards teachers' instructional design skills, and achievement in mathematics among senior secondary school 3 students in command secondary schools in Lagos State. The study employed a purposive sampling technique to select three districts and three local government areas that house Command secondary schools. A simple random sampling technique was used to select 10 Microsoft Certified Mathematics Educators and an intact class of 100 SS 3 students from each school. A total of 30 mathematics teachers and 300 students were sampled. The Teachers' Instructional Design Skills Observation Rating Scale (r = 0.79), the Students' Perception towards Teachers' Instructional Design Skills Questionnaire (r = 0.82), and the Mathematics Achievement Test (r = 0.78) were used for data collection. The data were analysed using multiple regression at the p < 0.05 significance level. The results revealed a positive association among teachers’ instructional design skills, students’ perceptions, and students’ achievement in mathematics (R = 0.25). Also, 5.6% of the composite contribution of the variance was observed in student achievement in mathematics, which was statistically significant (F (299) = 9.94). In addition, there is a relatively significant contribution of teachers’ instructional design skills (β = 0.23; t = 4.0) and students’ perceptions (β = 0.12; t = 2.27) to students’ achievement in mathematics. It was concluded that Microsoft-certified training acquired by teachers enhances students’ mathematics achievement. School authorities in Command secondary schools should periodically send teachers for training for innovative teaching strategies to aid students’ assimilation and achievement.
Paper Information
Conference: PCE2025Stream: Learning Experiences
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Omole O., & Oladele B. (2025) Teachers’ Instructional Design Skills, Students’ Perception, and Mathematics Achievement ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 789-801) https://doi.org/10.22492/issn.2758-0962.2025.60
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.60
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