Araştırma Makalesi

Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics

Cilt: 6 Sayı: 4 1 Ekim 2021
Omonıyı Ogınnı *
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International Journal of Educational Research Review Kapak International Journal of Educational Research Review
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Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics

Abstract

The study investigated the influence of psychological factors (school environment, teachers’ attributes, parental factors, and students’ disposition) on students’ academic performance in Mathematics. The research design adopted for the study is the descriptive research of survey type and expo facto design. The sample for the study consisted of 150 participants randomly selected using a stratified random sampling technique. The findings revealed that the school environment has no significant influence on students' performance in Mathematics. The study showed that parental factors have a significant influence on students' performance in Mathematics. Also, students’ disposition has a significant influence on their performance in Mathematics. The result of this study therefore would be of great help to governments, teachers, students, professional policymakers, and parents in providing a solid springboard to launch a new template to finding a lasting solution to the perennial low-performance issues in Mathematics at the Senior Secondary Schools.

Keywords

students' disposition , Parental factors , school environment , teachers' attributes

Kaynakça

  1. Bed, R. A.(2017) Factors Affecting Difficulties in Learning Mathematics by Mathematics learners not. Journal of Elementary Education 6 (2), .8-15.
  2. Bilesanmi, T. A (2009).A causal model of teacher characteristics and student achievement in some educational concepts. Unpublished Ph.D. thesis, University of Ibadan, Ibadan.
  3. Bitrus, G. A and Doniya, G. A. (2016). Parents’ Level of Education as Predictors of Academic Performance of NCE Students of Colleges of Education in the North-Eastern State of Nigeria. IOSR Journal of Humanities and Social Science (IOSR-JHSS). 21 (2), 41-47
  4. Ella, R.E., Odok, A.O. & Ella, G.E.(2015) Influence of family size & family type on Academic performance of students in Government in Calabar Municipality, Cross River State, Nigeria int. Journal of Humanities social sciences & Educ. (1JHSSE) 2 (II), 2349-2373
  5. Francis, A. (2007). Student and Teacher related variables as determinants of secondary school student academic achievements in Chemistry. Jurnal Pendidikan, 32, 3-18.
  6. Green, A., Little, A., Kamat S., Oketch, M., and Vickers, E., (2007). Education and Development in a global era: Strategies for successful globalization. London: DfID.
  7. Hill, H. C., Rowan, B., & Ball, D. L. (2005).Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal.
  8. Ifiokobong, I (2016). Problem and Prospect of Mathematics Education In Nigeria. Information Guide in Nigeria @ ifiokobongr.
  9. Isola, O. M. (2010). Effects of Standardized and Improved instructional materials in students’ academic achievements in secondary school M.Ed Thesis, University of Ibadan, Ibadan.
  10. Kolawole, E.B. & Oginni, O. I. (2009). Effectiveness of laboratory methods of teaching on students’ performance in senior secondary school Mathematics (Abacus).The Journal of Mathematical Association of Nigeria, 34, (1), 120-125. Maganga, C. K. (2013). Evolution of Philosophical Discourses on Education: A Clarification. Tanzania Open School and Publishing House: Dar es Salaam.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Yayımlanma Tarihi

1 Ekim 2021

Gönderilme Tarihi

9 Haziran 2021

Kabul Tarihi

2 Ekim 2021

Yayımlandığı Sayı

Yıl 2021 Cilt: 6 Sayı: 4

DOI

https://doi.org/10.24331/ijere.950285

IZ

https://izlik.org/JA43SB37EJ

Kaynak Göster

RIS / Bibtex
APA
Ogınnı, O. (2021). Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics. International Journal of Educational Research Review, 6(4), 338-344. https://doi.org/10.24331/ijere.950285
AMA
1.Ogınnı O. Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics. IJERE. 2021;6(4):338-344. doi:10.24331/ijere.950285
Chicago
Ogınnı, Omonıyı. 2021. “Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics”. International Journal of Educational Research Review 6 (4): 338-44. https://doi.org/10.24331/ijere.950285.
EndNote
Ogınnı O (01 Ekim 2021) Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics. International Journal of Educational Research Review 6 4 338–344.
IEEE
[1]O. Ogınnı, “Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics”, IJERE, c. 6, sy 4, ss. 338–344, Eki. 2021, doi: 10.24331/ijere.950285.
ISNAD
Ogınnı, Omonıyı. “Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics”. International Journal of Educational Research Review 6/4 (01 Ekim 2021): 338-344. https://doi.org/10.24331/ijere.950285.
JAMA
1.Ogınnı O. Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics. IJERE. 2021;6:338–344.
MLA
Ogınnı, Omonıyı. “Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics”. International Journal of Educational Research Review, c. 6, sy 4, Ekim 2021, ss. 338-44, doi:10.24331/ijere.950285.
Vancouver
1.Omonıyı Ogınnı. Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics. IJERE. 01 Ekim 2021;6(4):338-44. doi:10.24331/ijere.950285

Cited By

Psychosocial Factors Influencing Grade 7 Learners’ Performance in Mathematics Classes: A Focus on Primary Schools in the Northern Cape, South Africa

E-Journal of Humanities, Arts and Social Sciences

https://doi.org/10.38159/ehass.2024572

The International Journal of Educational Research Review (ISSN: 2458-9322) is an international, peer-reviewed journal publishing high-quality research across diverse areas of education. The journal employs a rigorous double-blind peer review process, including initial editorial screening and evaluation by expert reviewers and the editorial board, to ensure academic rigor and integrity.

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