A Study of Numerical Ability in Relation to Academic Achievement of Mathematics Student Teachers

The present study investigates numerical ability in relation to academic achievement of mathematics student teachers. Numerical ability, which includes skills such as calculation, quantitative reasoning, and number sense, is considered a fundamental component for effective learning and teaching of mathematics. In teacher education, particularly among mathematics student teachers, numerical competence plays a significant role in determining academic performance and future teaching effectiveness. The study adopted a descriptive and correlational research design and was conducted on a sample of 240 mathematics student teachers selected through random sampling. A standardized Numerical Ability Test was used to assess the quantitative skills of the participants, while academic achievement was measured through examination scores. Statistical techniques such as mean, standard deviation, Pearson’s coefficient of correlation, and t-test were employed for data analysis. The findings revealed a significant positive relationship between numerical ability and academic achievement. Additionally, students with higher numerical ability demonstrated better academic performance compared to those with lower numerical ability. The study highlights the importance of strengthening numerical skills in teacher education programs to enhance academic success and teaching competence. The results have important implications for curriculum design, instructional strategies, and assessment practices in mathematics education.