Title: Learner Factors As Determinants Of Pupils' Academic Achievements In Mathematics In Kwara State, Nigeria
Authors: ABUBAKAR, Abdulkadir Olayinka, OLOSUNDE, Jawad Olayemi, ALASINRIN, Semiu
Volume: 8
Issue: 7
Pages: 1-6
Publication Date: 2024/07/28
Abstract:
This study examined learner factors as determinant of pupils' academic achievements in mathematics in Kwara State, Nigeria. The study adopted a descriptive research design of Correlational type. The population of the study comprised of all learners in both public and private primary schools in Kwara State. Stratified sampling technique was employed to select a representative sample to form the sample size. Therefore, all Primary 4 pupils in the selected schools were used in the study. A self-developed questionnaire by the researchers titled "Learners Related Factors Questionnaire" (LFQ), which focuses on factors related to the pupils was used. The data collected were analyzed using descriptive and inferential statistics. The demographic information and research questions were answered using descriptive statistics of percentage and Mean, while the stated hypotheses were tested using Regression at 0.05 level of significance. Hence, the decision rule for research questions: a mean score of 2.50 and above were considered agree while a mean score of 2.49 and below were considered as disagree. Findings among others in the study revealed that learners have negative attitude towards the learning of Basic Mathematics, learners' attitude has significant relationship with pupils' academic achievement in Mathematics, family background has no significant relationship with pupils' academic achievement in Mathematics and there was significant relationship between socioeconomic status of parent and pupils' academic achievement in Basic Science and Mathematics (B = 1.76; t(3,444) = 1.083, P = 0.000). It was concluded that learners show a somewhat negative attitude towards Basic Mathematics. Despite this, learners' attitudes significantly correlate with their academic achievement in both subjects. It was therefore recommended that government should implement interventions aimed at fostering positive attitudes towards Basic Mathematics among learners, such as motivational strategies, peer tutoring, or extracurricular activities.