ABSTRACT
This study examined factors influencing the academic achievement of students in Mathematics in Senior Secondary Schools in Benin Metropolis. The study investigated teachers’ qualifications, students’ attitudes towards Mathematics, students’ interest in Mathematics, gender and school type on academic achievement of students in Mathematics.
Seven hundred and eighty students participated in the study. Three research instruments were developed for the purpose of this study and they include: Mathematices Attitude and interest scale (MAIS), Mathematics Students’ Achievement Test (MSAT) and Mathematics Teachers’ proforma (MTP). Statistical analysis such as Pearson Product-Moment Correlation Coefficient (Pearson r), t-test and regression were used to test for the relationship between predictors and outcome measures.
The findings of this study revealed that there is no significant relationship between teachers’ qualifications and students’ academic achievement in Mathematics. However, a significant relationship exist between students’ attititude and their academic achievement in Mathematics. Furthermore, the result revealed that there is no significant relationship between students’ interest and their academic achievement in Mathematics. In the same vein, there is no significant relationship between students’ gender and their academic achievement in Mathematics. Finally, the study revealed that there is a significant relationship between school type and students’ academic achievement in Mathematics. Therefore, it was recommended among others that teachers should imbibe the participatory teaching method and improvise appropriate teaching style during Mathematics lesson in schools. Also, schools guidance and counseling unit should be revived and be made to stand up to their responsibilities for proper guidance so as to elimate the Mathematical phobia among the students. In addition, government and other stakeholders in the education industry should organize workshops, seminars for students, parents, Mathematics teachers and school administrators to enhance and promote positive attitudes towards Mathematics.
