Understanding the Influence of 21st Century Diverse Mathematics Educators on Secondary School Student Outcomes in Mathematics in Mezam Division, Cameroon

Abstract

This study explores the influence of 21st-century diverse mathematics educators on student outcomes in secondary school mathematics within Mezam Division, Cameroon. Employing an ex-post facto research design, the study assesses how gender, cultural diversity, and pedagogical diversity among mathematics teachers affect students' academic outcomes. The sample consisted of 518 students from 16 public and private high schools, who had completed their General Certificate of Education (GCE) Ordinary Level exams and were transitioning to Lower Sixth. Data were collected via a self-designed questionnaire, which evaluated perceptions of the impacts of teacher gender diversity, cultural diversity, and pedagogical diversity. Statistical analyses, including one-sample t-tests, revealed that male mathematics teachers had a significant positive impact on student outcomes compared to female teachers. Furthermore, cultural diversity among teachers significantly enhanced students' mathematics outcomes, and pedagogical diversity had a substantial positive effect as well. The findings underscore the importance of balancing gender representation, fostering cultural diversity, and embracing various pedagogical approaches to improve educational outcomes in mathematics. Recommendations include implementing policies for gender-balanced recruitment, supporting cultural inclusivity, and promoting diverse teaching methods to optimize student performance in mathematics.