Factors Influencing Students’ Achievement in Mathematics Word Problems: A case of Federal College of Forestry, Ibadan, Nigeria (Published)
This article examined factors which contribute to the mathematics word problem achievement of National Diploma Students’ of Federal College of Forestry. The study was designed specifically to consider the students’ profile (gender, interest in mathematics, attitude towards mathematics and awareness of importance of mathematics to their course of study) as well as their performance in English courses. Data were collected using students’ profile questionnaire, their scores in English courses (GNS 101 and GNS 102) and Mathematics (MTH 111). A correlational analysis showed that the relationship between the respective students’ profile and performance in English courses with achievement in mathematics word problem were significant. Result revealed that all the variables contributed significantly to students’ achievement in mathematics word problem. It is therefore recommended that all these factors should be well treated and made right in order to boast students’ brilliant performance in mathematics word problems in the Colleges.
Affective Variables as Predictors of Junior Secondary School Students’ Academic Achievement in Science and Mathematics in Ogoja Education Zone of Cross River State, Nigeria (Published)
This ex-post facto was conducted to investigate the extent to which affective variables predict academic achievement in Science and Mathematics among students in junior secondary three (JSS 3) in Ogoja Education Zone of Cross River State, Nigeria. One research question and hypothesis were formulated to guide the study. 490 participants were randomly drawn from a population of 3,464 within the research location. The Affective Variable Questionnaire (AVQ), Basic Science Achievement Test (BSAT) and Mathematics Achievement Test (MAT) served as data sources. Data were analyzed via the Multiple Regression analysis. Findings indicated that test anxiety, attitude, self-concept and social responsibility are significant predictors of achievement in Basic Science and Mathematics. However students’ attribution, interest and gender are not significant predictors of Basic Science and Mathematics achievements. It is recommended that science and mathematics educators should develop positive relationship with students and also stress classroom activities that would encourage active students’ participation.