TEACHER NUMERACY TOOL IN ENHANCING PEDAGOGICAL EXPERTISE AND PUPILS’ MATHEMATICS PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN LAGOS STATE

Abstract

This study examined the relationship between teachers’ expertise and pupils’ mathematics performance in public primary schools in Lagos State. A descriptive survey design was adopted. The study population comprised pupils and teachers in public primary schools across Lagos State. A sample of 540 participants-450 Basic One pupils and 90 numeracy teachers-was selected from public primary schools in Badagry Local Government Area using simple random sampling. The study used an adapted Numeracy Teachers Tool (Ogunmade, 2026) during instruction, while a 15-item structured questionnaire gathered data on teachers’ expertise. Pupils’ numeracy scores were obtained from school records using a pro forma. Experts in test and measurement at Lagos State University of Education assessed the instruments’ content and construct validity. Test–retest analysis yielded a reliability coefficient of 0.779 for the Teacher Numeracy Scale. The study used Z-scores and T-scores to standardise the data. Two-way analysis of variance and Pearson’s product–moment correlation were used to analyse the data at the .05 significance level. The findings indicate that numeracy tools can support hands-on exploration, guided interaction and meaningful concept formation. The study recommends sustained professional development for teachers and the provision of manipulatives to strengthen instructional practice and foundational numeracy learning in primary schools.