Determinants of Success in Foundation Mathematics: Examining Demographic and Academic Influences on Pre-trained Teachers? Performance

Katherine Williamson-Teape, Olusegun Afis Ismail

Abstract: This study investigated demographic, academic, and instructional factors associated with pre-trained teachers' performance in Foundation Mathematics at a teachers' college in Jamaica. A quantitative survey design was used with 35 participants, and data were collected using a structured questionnaire. Associations between age, gender, prior mathematical knowledge, and examination performance were examined using cross-tabulations and chi-square tests, while students' perceptions of teaching methods were summarized descriptively. Age and gender were not significantly associated with performance, whereas prior mathematical knowledge, measured by CSEC Mathematics grades, showed a significant association with Foundation Mathematics performance. Participants expressed strong preferences for cooperative learning activities, worksheets, problem-solving activities, and direct discovery. The findings support continued use of these instructional approaches together with appropriate guidance, mentoring, and time-management support for new cohorts of pre-trained teachers. The findings should be interpreted within the context of the small, single-institution sample.

Keywords: performance of pre-trained teachers, Foundation Mathematics, age, gender, prior mathematical knowledge, teaching methods

How to Cite?: Katherine Williamson-Teape, Olusegun Afis Ismail, "Determinants of Success in Foundation Mathematics: Examining Demographic and Academic Influences on Pre-trained Teachers? Performance", Volume 15 Issue 8, August 2026, International Journal of Science and Research (IJSR), Pages: 2158-2168, https://www.ijsr.net/getabstract.php?paperid=SR26826224913, DOI: https://dx.doi.org/10.21275/SR26826224913

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