Analysis of Students’ Performance in Junior Secondary School Mathematics Examination in Bayelsa State of Nigeria

Maliki, Agnes Ebi; Ngban, Anthony Ntol; Ibu, Julie E.

doi:10.1080/09737189.2009.11885288

Cited by 29 publications

(29 citation statements)

References 2 publications

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“…The failure percentage rates of girls in primary and lower secondary gives a clear picture. This observation is in line with the study of Maliki et al (2009) who found that male students performed better than their female counterparts in lower secondary school mathematics examinations. In contrast, the results of Galadima and Yusha'u (2007) revealed insignificant differences in the performance of boys and girls in learning mathematics concepts, symbols and ideas.…”

Section: The Extent Of Failure In Mathematics At Various Levels Of Edsupporting

confidence: 91%

“…According to Maliki, Ngban, and Ibu (2009), science and technology have become central to the world culture, and for any nation to become competitive it must not undermine the significance of mathematics in her education. In Tanzania, mathematics is given paramount importance in the curriculum and policies related to education, right from pre-primary to tertiary levels.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Mazana

Montero

Casmir

2020

INT ELECT J MATH ED

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One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students' mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers' emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students' performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semistructured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students' learning. Factors associated with student's poor performance in mathematics are in line with Walberg's productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student's ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.

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Section: The Extent Of Failure In Mathematics At Various Levels Of Edsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Mazana

Montero

Casmir

2020

INT ELECT J MATH ED

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“…For a long time, gender was listed by researchers as one of the factors that influenced the academic achievement of the child (Abubakar & Oguguo, 2011;Gupta, Sharma, & Gupta, 2012). Some researchers believed that boys often out-perform their female counterparts in most subject areas, while some conclude the other way round (Jabor, Machtmes, Kungu, Buntat & Nordin, 2011;Maliki, Ngban & Ibu, 2009). Current trends show that the gap that once existed between genders is fast closing (Abubakar & Bada, 2012).…”

Section: / 17mentioning

confidence: 99%

Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches

Atsumbe

Owodunni

Raymond

et al. 2018

EURASIA J MATH SCI T

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This study determined effects of scaffolding and collaborative instructional approaches on students' achievement in Basic Electronics. A quasi-experimental research design was adopted for the study. The performance of 105 Senior Secondary two (SS 2) students in Basic Electronics was obtained after being taught with scaffolding and collaborative instructional approaches using the Basic Electronics Cognitive Achievement Test (BECAT). Data collected were analyzed using mean and ANCOVA. Results revealed that a collaborative instructional approach is more effective in improving student achievement in Basic Electronics than a scaffolding instructional approach. Also, gender had no significant influence on students' achievement in Basic Electronics when taught using scaffolding and collaborative instructional approaches. It was concluded that the collaborative instructional approach is a viable teaching method for improving students' achievement in Basic Electronics. It was recommended that teachers adopt the collaborative instructional approach for teaching Basic Electronics.

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“…A study by Fergusson and Horwood (1997), Evans (1999), Lauzon (2001), Linver et al (2002), Fortin et al (2003), Dayioglu and Turut-Asis (2004), Abu-Hola (2005), Erdem et al (2007), Gibb et al (2008), Farooq et al (2011) and Voyer and Voyer (2014) revealed that females performed better than their male counterparts and results were statistically significant. On the contrary, Bassey et al (ND), Ewumi (ND), Jovanovic et al (1994), Maliki et al (2009), Awofala (2011), Doris et al (2012), Udida et al (2012) and Oluwagbohunmi (2014) disclosed that male students performed better than females and the results were statistically significant. On the other hand, no gender based statistical significant differences were found by Odeh (2007), Mlambo (2011), Abubakar and Adegboyega (2012), Abdu-Raheem (2012), Kangahi et al (2012), Gupta et al (2012) and Josiah and Adejoke (2014).…”

Section: Introductionmentioning

confidence: 96%

Gender disparity analysis in academic achievement at higher education preparatory schools: Case of South Wollo, Ethiopia

Eshetu¹

2015

Educ. Res. Rev.

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Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively selected schools. The analysis has been undertaken quantitatively using independent samples t-test, one sample t-test, Pearson correlation coefficient, Chi-square test, ANOVA and linear multiple regression. The findings revealed that there is statistically significant difference between male and female students favoring the former. Sample mean is statistically higher than regional and zonal mean scores. A statistically significant difference among sampled schools has been observed. Younger students have scored significantly higher result than the older ones. The proportion of male students in the upper achieving groups was significantly higher than females and the opposite was true for low achieving groups. More effort is needed by concerned bodies so as to narrow the gender disparity. Furthermore, additional studies should be conducted to investigate the performance differences among schools.

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Analysis of Students’ Performance in Junior Secondary School Mathematics Examination in Bayelsa State of Nigeria

Cited by 29 publications

References 2 publications

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches

Gender disparity analysis in academic achievement at higher education preparatory schools: Case of South Wollo, Ethiopia

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