Determinants of Mathematics Student’s Academic Achievement in Junior Secondary Schools in Ogba/Egbema/Ndoni Local Government Area, Rivers State

Abstract:

The study examined determinants of mathematics student’s academic achievement in Junior Secondary School in Ogba/Egbema/Ndoni Local Government Area, Rivers State. A descriptive survey design guided the study. The population of the study was 3332 which comprised 3212 junior secondary school students and 120 junior secondary school mathematics teachers in Ogba/Egbema/Ndoni Local Government Area. Multiple stage sampling method was used to select 368 junior secondary school students and 48 junior secondary school mathematics teachers. Three research questions were answered. The instrument of the study was a survey questionnaire that was partitioned into three sections, structured in the pattern of Likert 5-point rating scale of agreement. The reliability coefficient of the rating scale was 0.78. Mean and Standard Deviation were used to answer the research questions, while z-test statistical tool was used to test the hypotheses at 0.05 level of significance. The study found that constant reading, good student/teacher relationship, student interest in mathematics, on the job training, self-evaluation of teachers, feedback to parents on students’ performance, provision of relevant mathematics material, regular visit of parents’ student schools and exposure of students to mathematics ambassadors. Therefore, it was recommended that mathematics students should be encouraged to have role models in mathematics and to build good relationship with their mathematics teachers to enable them have the liberty to learn more even after school hour.