TEACHERS’ EMPATHY AS CORRELATE OF MATHEMATICS ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO STATE, NIGERIA

Abstract

This study investigates the correlation between teachers' empathy and students' mathematics achievement among Senior Secondary School students in Oyo State, Nigeria. Despite the importance of mathematics in scientific and technological development, students' persistent underperformance in the subject remains a pressing issue. While numerous studies have examined factors influencing mathematics achievement, limited attention has been given to the role of teachers’ empathy. A correlational research design was adopted, involving 490 Senior Secondary School 2 (SS2) students across six secondary schools in Ibadan North and Egbeda Local Government Areas. Data were collected using the Students’ Perception of Teachers’ Empathy Questionnaire (SPTEQ) and a Mathematics Achievement Test (MAT). The analysis was conducted using Pearson Product-Moment Correlation. Findings revealed that 43.7% of students perceived their teachers' empathy as low, 19% as medium, and 37.3% as high. Additionally, results showed a significant and positive correlation between teachers' empathy and students' mathematics achievement (r = 0.1, p < 0.05), suggesting that higher teacher empathy is associated with improved mathematics performance. This study concludes that fostering teacher empathy can enhance students’ academic engagement and achievement. It recommends the implementation of training programs to improve teachers’ empathetic skills and strengthen teacher-student relationships for better mathematics outcomes.