Students’ achievement in mathematics: Analysing the influence of gender and school nature

2019 ◽  
Vol 9 (3) ◽  
pp. 50-56
Author(s):  
Ado Abdu Bichi ◽  
Aisha Hassan Suleiman ◽  
Hauwa Ali
Keyword(s):  
Sampling Procedure ◽  
Day School ◽  
School Students ◽  
Ex Post ◽  
Study Habit ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Achievement In Mathematics ◽  
Level Of Significance ◽  
Senior Secondary

This study examined students’ achievement in senior secondary school mathematics qualifying examination in Kano State, the influence of sex and schools nature on their achievement in mathematics has been assessed. Ex-post facto research design was adopted for the study. A pro forma was used to collect data from a sample of 300 students, selected using stratified random sampling procedure from the science secondary schools in Kano state Nigeria. The data collected were the students’ performances in mathematics achievement test. The data were analysed using descriptive statistics and independent sample t-test to test the hypotheses at 0.05, level of significance. Overall results showed that students performed below average and a significant gender difference exists in mathematics performance. Similarly, a significant difference was also observed with respect to schools nature (boarding and day schools); day school students performed above better than boarding school students. The implication of this finding is that despite government continuous efforts, the academic achievement of students in mathematics through above hypothetical pass mark fell below the required average mark for admission into Nigerian universities. It was recommended among others that teachers should regularly motivate students to develop a good study habit and test them on the various mathematics concepts and feedback provided should be used to prepare them for credible achievement in mathematics at both internal and external examinations. Keywords: Gender; mathematics; school nature; students’ performance

scholarly journals Resilience and Gender as Determinants of Entrepreneurial Intentions among Secondary School Students in Kwara State, Nigeria

2020 ◽  
Vol 4 (2) ◽  
pp. 153-160
Author(s):  
Umar Talatu Ibrahim
Keyword(s):  
Secondary School ◽  
Primary Schools ◽  
Secondary School Students ◽  
Early Stage ◽  
Entrepreneurial Intentions ◽  
School Students ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
And Gender

The purpose of this study was to investigate resilience and gender as determinants of entrepreneurial intentions among secondary school students in Kwara State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. Five hundred respondents were selected randomly from 5 Local Government Area in Kwara State, Nigeria. The respondents were measured with validated scale and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) statistical analysis. Two research hypotheses were formulated and tested at 0.05level of significance. The result showed that there was significant relationship between the resilience and entrepreneurial intentions among secondary school students (r = 0.817; p < 0.05) and there no significant difference in the entrepreneurial intentions of male and female secondary school students (t = 0.71; p > 0.05). In view of these findings, the study recommended that the entrepreneurship training should be made compulsory at all levels of learning from primary schools to the tertiary institutions and curriculum should be tailored towards learning the skills for starting businesses after graduation from school, thus changing the orientation of the students at an early stage towards entrepreneurship.

scholarly journals Gender and Entry Background Differences in Postgraduate Distance Learners’ Achievement in the Field of Educational Technology

2020 ◽  
Vol 8 (3) ◽  
pp. 98
Author(s):  
Adeyemi Adedapo
Keyword(s):  
Educational Technology ◽  
Learning Activities ◽  
Distance Learners ◽  
First Semester ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Mean ◽  
Level Of Significance ◽  
Master Of Education

Several factors have been attributed to learners’ underachievement in postgraduate programmes. Two of such factors are gender and entry background of postgraduate distance learners which previous studies have identified in isolation of one another. No previous studies have been reported to have investigated a combination of gender and entry background differences in educational technology. The present study, therefore, investigated the influence of gender and entry background of postgraduate distance learners’ achievement in educational technology. The ex-post facto research design was adopted. Three hundred and twenty-three postgraduate distance learners who registered and sat for examinations of Master of Education in Educational Technology of National Open University of Nigeria, during the first semester of 2019_1 of 2018/2019 academic session were purposively selected from 74 study centres. The participants were made up of 215 males and 108 females. Three null hypotheses were formulated to guide the study and tested at .05 level of significance. The results of participants in 2019_1 first semester were analysed using t-test and analysis of variance (ANOVA). There was a significant difference in the mean achievement scores of male and female postgraduate distance learners in educational technology in favour of male distance learners while no significant difference was established in respect of postgraduate distance learners’ entry background. The implications of this study are that gender difference is a factor of prediction to academic achievement in educational technology but entry background does not influence postgraduate distance learners’ achievement in courses. Recommendations were made among others that there is need to create co-operative learning activities sensitive to preferences of female distance learners.

scholarly journals Demographics Variables and Athletes’ Performance in Track Events in Calabar Metropolis, Cross River State

2021 ◽  
pp. 158-168
Author(s):  
Pauline E. Ekuri ◽  
Nsagha N. Osaji ◽  
Emmanuel Ahueansebhor
Keyword(s):  
Secondary Schools ◽  
Demographic Variables ◽  
Interactive Effects ◽  
Cross River State ◽  
Ex Post ◽  
Ex Post Facto ◽  
Improved Performance ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary

This research studied the performance of athletes in 100m, 200m, 400m, and 4 x 400m relay races in secondary schools based on two demographic variables (age and experience). The bivariate and interactive effects of these variables were assessed based on three null hypotheses formulated to guide the study. The research is quantitative and followed the ex-post facto design. The population comprised 1,180 junior and senior secondary schools students in 24 public secondary schools in Calabar Metropolis. A total of 863 students were selected based on their previous experiences in track events. Data were collected using a questionnaire tagged “Performance in Track Events Questionnaire (PTEQ). Collected data were analyzed using descriptive statistics; while inferential statistics such as one- and two-way ANOVA were used to test the null hypotheses at the .05 level of significance. No significant influence of age on athletes’ performance in all the track events was found. Athletes experience significantly influenced their performance in all the track events. There is a significant interaction of age and experience on athletes’ performance in all track events in secondary schools. It was concluded that some demographic variables affect student-athletes performance in track events, while others do not. Based on this conclusion, relevant practical and research implications were discussed for sustained or improved performance in track events.

scholarly journals Incidence of Truancy among Senior Secondary School Students in Epe Local Government Area, Lagos State, Nigeria: Implications for Counselling

2017 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Anna Onoyase, Ph.D
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary School Students ◽  
Local Government Area ◽  
School Students ◽  
Senior Secondary School ◽  
Ex Post ◽  
Significant Difference ◽  
Lagos State ◽  
Senior Secondary

<em>This paper examined the incidence of truancy among senior secondary school students in Epe Local Government Area of Lagos State and suggests ways counselling can be used to curb the problem. Three hypotheses were formulated to guide the study and the design was Ex-post Facto. The sample size was 119 Senior Secondary II students randomly selected from 5 out of the 22 public secondary schools in the local government area. An instrument titled “Incidence of Truancy among Secondary School Students” was used to collect data from the respondents. It had face and content validity through expert judgement and the reliability coefficient was 0.73. The data obtained was analyzed with the Z-test statistics. The results indicated that there is no significant difference between male and female students; urban and rural students and students from high and low socio-economic status homes in their indulgence in truancy. It was recommended that Form Masters/Mistresses should be more objective in taking class attendance and refer truants to guidance counsellors.</em>

scholarly journals THE STUDY OF VOCABULARY SIZE OF SENIOR HIGH SCHOOL STUDENTS WHO PARTICIPATED IN ENGLISH DEBATE COMPETITION

2019 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Eka Sulistia Cahya
Keyword(s):  
High School Students ◽  
Correct Answer ◽  
Alternative Hypothesis ◽  
Vocabulary Size ◽  
School Students ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Mean ◽  
Group 2

This study was conducted to know whether there is any significant difference in vocabulary size between students who participated and those who did not participate in English debate competition. This study applied ex post facto design. The sample of this research was 30 students from 3 different schools, they were SMAN 2 Kendari, SMAN 4 Kendari, and SMAN 5 Kendari. The students were divided into two  groups  consist  of  15  students.  The  researcher  used  the  test  of New Vocabulary Level Test (NVLT) to collect the data and the data were analyzed by  using  SPSS  16.0.  The  result  showed  that  there  is  a  significant difference of the mean score of the total correct answer that students could answer which automatically affect their amount of vocabulary size. The mean score of group 1 is 104 correct answer and it is higher than group 2 which gets the mean score of the correct answer only 82. The significant value of sig(2-tailed) is 0.001, it is lower than 0.05 (sig (2-tailed) < ∝). It can be concluded that the alternative hypothesis (H1) is accepted and indicated there is a significant difference in vocabulary size between students who participated in English debate competition and   those   who   did   not   participate,   while   the   null   hypothesis   (H0)   was automatically rejected. Keywords : Debate Competition, Vocabulary Size

scholarly journals Attitude of Parents toward Female-Child Secondary Education in Sokoto State, Nigeria: Implications for Counselling

2018 ◽  
Vol 8 (2) ◽  
pp. 21-27
Author(s):  
Anna Onoyase
Keyword(s):  
Secondary Education ◽  
Rural Areas ◽  
Research Question ◽  
Sampling Technique ◽  
Female Child ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Urban And Rural Areas ◽  
Level Of Significance

Abstract The study was set out to investigate the attitude of parents toward female-child secondary education in Sokoto State, Nigeria. One research question and one hypothesis were formulated to guide the study. The study is a descriptive survey and made use of ex-post facto design. The researcher made use of purposive sampling technique to select 270 parents from the urban and 270 parents from the rural areas of Sokoto State. The researcher made use of an instrument adapted from that of Terhemba and Umaru 2015. The instrument is known as “Attitude of Parents Toward Female Child Secondary Education Questionnaire” (APTFCSEQ). The APTFCSEQ had a reliability coefficient of 0.81. The instrument had facial and content validity. It also had language appropriateness. The researcher used four (4) research Assistants to administer 540 copies of the questionnaire on the respondents. All the 540 copies of the questionnaire were retrieved showing 100 percent return rate. The data generated from the field were collated and the mean score analysis for the 15 items was carried out in order to provide answer to the research question raised in the study. 2.5 was chosen as the benchmark for either disagreeing or agreeing with each of the 15 items. The t-test statistics was used to test the hypothesis at 0.05 level of significance. The investigation found out that parents in Sokoto State have shown unfavourable attitude toward female-child secondary education. It found out that there is no significant difference between parents in the urban and rural areas in their attitude toward female-child secondary education. This finding has shown that whether the parent is in urban or rural area, all of them have expressed their opinion in the same direction. One of the recommendations of the study is that parents in Sokoto State should show favourable attitude toward female-child secondary education.

scholarly journals Gender Differences in Predictive Validity of Kenyan Primary School Examinations in Secondary Schools

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Eunice Atieno Agingu
Keyword(s):  
Gender Differences ◽  
Secondary Schools ◽  
Predictive Validity ◽  
Study Data ◽  
Male Students ◽  
School Students ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Study Population

The purpose of this study was to determine gender differences in predictive validity of Kenya Certificate of Primary Education (KCPE) among secondary school students in Kisii central Sub-county, Kenya. The study adopted Correlational and Ex-post-facto research designs. The study population was 3897 Kenya Certificate of Secondary Education (KCSE) candidates from 55 public secondary schools. Stratified random and saturated sampling techniques were used to select 16 secondary schools and 1391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.675; n=607; p < 0.05) between KCPE and KCSE scores for male students and (r=0.710; n=784; p < 0.05) between KCPE and KCSE scores for female students. This was however not a statistically significant difference in correlation of KCSE and KCPE scores based on gender. The study concluded that KCPE scores is a good predictor of KCSE scores regardless of learners’ gender. It recommended that both male and female learners should be accorded equal encouragement to improve their academic outcomes.

scholarly journals PARENTAL AND COMMUNITY INVOLVEMENT AS CORRELATE OF ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOLS IN CALABAR SOUTH, NIGERIA

2019 ◽  
Vol 7 (5) ◽  
pp. 182-194
Author(s):  
Abigail Okon ◽  
Anne Omori ◽  
Phoebe Gbande Ahemen
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Community Involvement ◽  
Performance Test ◽  
Poor Quality ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Senior Secondary Schools ◽  
Senior Secondary

Poor quality of academic performance is an issue of concern to members of the society. This deplorable situation is attributed to many factors such as lack of parental and community involvement. This study, therefore, explored the relatedness of parental and community involvement to academic performance in senior secondary schools. To achieve the purpose of the study two research questions were raised. A descriptive survey research design of ex-post facto type was adopted for the study. The sample consisted of 200 senior secondary school students who were selected by stratified random sampling method. Parental and community involvement questionnaire and academic performance test were used for data collection. Data obtained were analysed using multiple regression. Results shows that parental and community involvement in school matters are predictors of academic performance. Hence, Schools and government should focus not only on parental involvement, but also on establishing strong partnerships and relationships with parents and communities.

scholarly journals Scores From Overloaded Continuous Assessment Timetable: A Predictor Of Senior School Students Performance In Economics In Ilorin South

2021 ◽  
Vol 20 (2) ◽  
pp. 127-133
Author(s):  
Bello Bolanle Muhinat
Keyword(s):  
Local Government ◽  
School Administrators ◽  
Research Work ◽  
Target Population ◽  
Continuous Assessment ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
The Mean ◽  
Level Of Significance

This research work was carried out to investigate and ascertain how scores from overloaded continuous assessment (C.A) timetable predict senior school students’ academic performance in economics in Ilorin south local government. The study adopted an ex-post-facto design, and sample senior school (SS-II) students as the target population from nine randomly selected senior schools in Ilorin south local government. A hundred and eighty-two senior school students’ 2019 C.A and examination were sampled with the use of proforma. The data collected was analyzed using the mean score and Pearson’s Product Moment Correlation. The findings revealed that the students’ performance in economics C.A was low as a result of the overloaded in the C.A timetable. The result indicated that there was a significant relationship between senior school students’ C.A score and their economics examination at 0.05 level of significance. Based on these findings, it is recommended that school administrators should ensure that C.A timetable is properly designed and structured in a way that will enhance the performance of students in economics C.A in Ilorin south local government

Evaluation of Students’ Achievement in Mathematics through Systematic and Explicit Instruction, Self-Instruction, Peer-Tutoring and Visual Representation

2018 ◽  
Vol 9 (08) ◽  
pp. 20345-20353
Author(s):  
Ajai, John Tyavbee
Keyword(s):  
Instructional Strategies ◽  
Research Question ◽  
School Students ◽  
Reliability Indices ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Level Of Significance ◽  
Self Instruction ◽  
The Impact

The study evaluated students’ achievement in mathematics using four methods of instruction. Sample of the study was 130 Junior Secondary School students from 4 schools in Taraba State, Nigeria. Quasi-experimental design was adopted. Data was generated using Terminal Mathematics Achievement Tests whose reliability indices were computed using Kuder–Richardson (KR – 20) formula. Mean and standard deviation were used to answer the research question while one-way analysis of variance (ANOVA) was used to explore the impact of the instructional strategies at .05 level of significance. Finding revealed no significant difference in the mean achievement scores of students exposed to the four instructional strategies. The study recommended that classroom teachers implement any of these instructional methods in their daily classroom instruction.

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