School Variables and Academic Performance in Mathematics among Pre-Primary School Pupils

SCHOOL VARIABLES AND ACADEMIC PERFORMANCE IN MATHEMATICS AMONG PRE-PRIMARY SCHOOL PUPILS

 

ABSTRACT

The study investigated school variables and academic performance in Mathematics among pre-primary school pupils in Etinan Local Government Area. The population of the study stood at 4680 pupils, simple random sampling was used to select 240 nursery two pupils from four public pre-primary schools in Etinan Local Government Area to form the sample size. The sample size of the study consisted of all nursery two (ECCE 2) pupils in all the pre-primary schools in Etinan. Three questions and three null hypotheses were used. The research design adopted was survey method. A validated Mathematics Achievement Test (MAT) was used for data collection. The data was analyzed using independent t-test statistic.

The findings revealed that pre-primary pupils taught by qualified Mathematics teachers performed significantly better than those taught by non-qualified Mathematics teachers. Pre-primary pupils of Mathematics taught in small class-size performed significantly better than those taught in large class-size and pre-primary pupils taught using instructional materials in Mathematics performed significantly better than those taught without using instructional materials in Mathematics. It was recommended among others that school management and authorities should ensure that qualified and experienced Mathematics teachers are assigned to teach Mathematics in pre-primary schools, Government should recruits only qualified Mathematics teachers to teach the subject in order to lay a solid Mathematics foundation for pupils. 

 

School Variables and Academic Performance in Mathematics among Pre-Primary School Pupils

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

The school is a social and learning agent that provides the atmosphere upon which a child may be formally educated in order to attain educational goals. Learners have unlimited capacity to learn, but may however be limited by some of the contributive factors in the school environment (Nsa, Offiong, Udo, Ikot, 2014) According to Nsa, etal (2014) school environment variables that affect teaching and learning include the following: science and computer laboratories, library, facilities, school building and structures, playground, teachers qualification, class-sizes, class room facilities, workshop facilities and teaching experiences, instructional materials and media to mention but a few; thus resources and facilities in a given school are the variables which can influence the teaching learning and the performance of both the teachers and learners (Nsa, etal 2012).

Adodo (2017) argued that are overriding factors influencing academic performance of students is the teachers. In the same view, Ibrahim (2010) believed that teacher’s qualification and exposure can go a long way to bring about pupils high academic performance. It is probably for this reason that Ibakun (2019) asserted that no education system can rise above the quality of its teachers.

Ukpong (2014) ascertained that school variables such as learning facilities, class-sizes, teaching aid, teacher’s experience, teacher’s qualification, teacher effectiveness, school location, and other variables can promote or mar pupils’ academic performance if not properly checked. They can stimulate or reduce the keenness of the learners in that subject that is taught in abstract. This made some learners to find difficulty in a subject like mathematics and therefore subjected to low academic performance.

It is worthy to note that in this part of the society education is seen as a tool of global revolutionary changes which boots the efficiency of so many factors of human endeavours. For education to thrive, there are so many school factors that need to be curb and are considered as academic weakness. These school factors include teachers experience, teacher qualification, class-size, school facilities/ teaching aids, instructional materials among others can affect the academic performance of pupils in mathematics.

 

1.2   Statement of the Problem

The issue of poor academic performance of pupil’s in mathematics has been too much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard in education in Etinan Local Government Area in particular and Akwa Ibom State at large.

Perhaps this situation is attributed to several school factors such as teachers qualification, class-size, instructional materials, school location, school facilities and teaching methods. Therefore, the widely acclaimed poor academic performance of pupils in mathematics is generally attributed to school variables. Thus it is based on this problem that the research sought to performance in mathematics among pre-primary school pupils in Etinan Local Government Area.

 

School Variables and Academic Performance in Mathematics among Pre-Primary School Pupils

1.3   Purpose of the Study

The main purpose of this study is to investigate school variables and academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.

Specifically, It is intended to; Investigate whether teacher’s qualification influences academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.

Investigate whether instructional materials utilization influences academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.

Investigate whether Class-size influences academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.

 

1.4   Significance of the Study

This study is of immense benefit to teachers as it will help them to improve the learners’ academic performance. It will also provide useful information to parents, school administrators, educational stakeholders, and government in their effort to ameliorate the fallen educational standard.

In Nigeria, it will also enlighten them on those school variables that can influence the academic performance of pupils and more so, it will be relevance to those who will carry out a research related to this study.

 

1.5   Research Questions

The following research questions are formulated to guild the study:

1. To what extent does of teachers’ qualification influences academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.
2. How does class-size academic performance of pupils in mathematics among pre-primary, school pupils         Etinan Local Government Area.
3. In what way does instructional materials utilization influences academic performance of pupils in      mathematics among pre-primary school pupils in Etinan Local Government Area.

School Variables and Academic Performance in Mathematics among Pre-Primary School Pupils

1.6   Research Hypotheses

The hypotheses of the study are as follows;

1. There is no significant influence of teachers qualification on academic performance in mathematics        among pre-primary school pupils in Etinan Local Government Area.
2. There is no significant influence of class-size on academic performance in mathematics among pre-primary school pupils in Etinan Local Government Area.
3. There is no significant influence of instructional materials utilization on academic performance in     mathematics among pre-primary school pupils in Etinan Local Government Area.

 

 1.7   Delimitation of the Study

This study is delimited to only selected pre-primary schools in Etinan Local Government Area.

 

1.8   Limitations of study

One of the outstanding limitations of this study is that the time allowed for the completion was not enough for the research to have a wider scope.

Another limiting factor was lack of enough funding.

 

1.9   Definition of terms

School variables: This refers to these factors in the school environment that are capable of influencing the academic performance of pupils. In this study it was instructed to teachers, qualification, class-size and instructional materials.

Academic performance: Academic performance in this context refers to the extent to which a pupils is able to obtain high grade in mathematics examinations.

Teacher qualification: This refers to the educational certified experience which qualities a person as a professional teacher.

Class-Size: In this context, it refers to how large or small a class room of pupils to which a teacher teaches.

Instructional materials: these are teaching resources used by the teacher to aid teaching and learning in the class room in other to enhance the academic performance of the pupils.