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.
References
- Semira M., Raheb, G. & Sheida, Z. (2013). Attitude of secondary students towards mathematics and its relationship to achievement in mathematics. International Journal of Computer Technology and Applications, 3(2), 713–715
Abstract
References
- Semira M., Raheb, G. & Sheida, Z. (2013). Attitude of secondary students towards mathematics and its relationship to achievement in mathematics. International Journal of Computer Technology and Applications, 3(2), 713–715
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Educational Psychology |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | January 1, 2020 |
| Published in Issue | Year 2020 Volume: 2 Issue: 1 |