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Published:
Nov 21, 2022Keywords:
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Main Article Content
Modelling the Determinants of Students’ Performance in Mathematics
Abstract
Mathematics is a subject most students perceived to be difficult and have consequently developed a phobia towards. This study aimed to model the determinants of students’ performance in core and elective mathematics and to unearth the various factors that make students perceive mathematics as a difficult subject. Self-administered questionnaires were used to collect primary data from a total of 170 students in five (5) selected senior high schools (SHS). Whereas convenience non-probabilistic sampling was used to select the SHS and elective mathematics students, simple random sampling was employed in selecting core mathematics students. Results from a multiple linear regression analysis indicated that characteristics of students such as students’ fear of mathematics, parents’ level of education, students’ perception of the subject as being difficult, and students’ residential type (boarding or day) were significant determinants of students’ performance in mathematics. Results of a binary logistic regression showed younger students are about 4 times more likely to perceive mathematics to be a difficult subject compared to older students while students who generally fear the subject are about 19 times more likely to perceive the subject as difficult than those who have no mathematics anxiety or fear. Similarly, a student whose father had only basic education could perceive mathematics about 18 times difficult compared to those whose fathers went beyond basic education. The study recommends that in order to improve mathematics performance, students should be desensitized to misconceptions that the subject is for only top-notched students, more boarding facilities should be built, and students studying mathematics should be motivated by teachers and parents.
