Indicators of Improved Achievement of Students’ in Mathematics
Volume 2 Issue 1 (January 2020)
Emmanuel Ikpi Eyong Catherine Ugada Abubakar Aminu
Pages: 29-37 Download Count : 895 View Count: 1734 DOI Number 10.17220/tuara.2020.01.3 Facebook Twitter Share on Google+
Abstract:
The study focused on examining predictive indicators of improved achievement of students’ in Mathematics in Kontagora Metropolis of Niger State, Nigeria. Three research questions and hypotheses were formulated to guide the study. The study adopted the correlational design with a population of 3,789 senior secondary school two (SS2) students in seven (7) selected secondary schools in Kontagora Metropolis. Purposive sampling techniques was used to select 789 senior secondary two (SS2) students who were preparing to take West African Examination Council (WAEC) from 2018/2019 academic session. The research instrument for this study was a researchers’ design questionnaire tagged “Improved Achievement in Mathematics Questionnaire (IAMQ).” Face, content and construct validity were adopted to validate the instrument by three experts, two in Test and Measurement and one in Mathematics Education and the reliability of the instrument was established with split-half reliability method. The reliability coefficient obtained ranged from 0.78 to 0.86 which depict that the instrument was a valid measure of the construct. The data collected were subjected to descriptive and inferential statistical analysis. Findings revealed that adequate concentration, time management and persistent concentration significantly predict students’ academic achievement in mathematics. It was recommended among others that workshops, quiz programs and competitions on time management in relationship with the study of mathematics should be held by different schools on the need to invest and manage time properly.
Keywords
- Predictive
- indicators
- improved achievement
- mathematics
- Kontagora metropolis