Impact of Teacher’s Attitudes on Academic Achievement of Students in Mathematics: A Quantitative Assessment in Peshawar, Pakistan


  • Kaleem Ullah Department of Statistics, Women University Swabi, Swabi, Pakistan.
  • Sareer Badshah Department of Statistics, Islamia College-University Peshawar, Pakistan.
  • Hina Qamar Department of Statistics, Women University Swabi, Swabi, Pakistan.



Mathematics, Mathematics Achievements, Teaching, Teaching Effectiveness, Learning, Learning Motivation, Language and Teaching, Language and Teaching Material


This study is conducted to find out the factor related to teacher which may contribute to the students` achievement in mathematics. For this purpose, a sample of 605 students is collected from 14 departments of different educational institutions in Peshawar, Khyber Pakhtunkhwa. Furthermore, the data is collected from BS, 5th semester except form department of mathematics. Data is analysed through the SPSS version 20. Data is subjected to statistical analysis using various statistical tools including descriptive statistic, t-test for independent sample, odd-ratio and binary logistic regression. Findings reveal that teaching method of the teacher has a significant impact, the value of teacher’s attitude in the class is also highly significant, teacher delivery of lecture in understandable language value shows a significant impact on students achievement in Mathematics and teacher motivated in mathematics learning’s value also shows the high significant result. The value of providing teaching material is also significant. Findings also shows that teachers take interactive class, adopt positive attitude, use understandable language, motivate and provide teaching material contribute to students` academic achievements. 


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How to Cite

Ullah, K., Badshah, S., & Qamar, H. (2018). Impact of Teacher’s Attitudes on Academic Achievement of Students in Mathematics: A Quantitative Assessment in Peshawar, Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 2(2), 22–28.