Over Schooling And Pupils’ Academic Achievement In Mathematics In Calabar Municipality Local Government Area Of Cross River State, Nigeria

Abstract

This study which adopted the survey design research determined the influence of over schooling on pupil s’ academic achievement in mathematics. The study answered two research questions and   tested two null hypotheses. A sample of 400 primary four pupils were selected from public schools using the simple random and purposive sampling techniques for the study. One instrument titled “Mathematics Achievement Test” (MAT) was used for data collection.  The reliability of pupils’ MPT was established through Kuder Richardson formula K-R20 which yielded .81.  The independent t-test was used to test the two null hypotheses. The two analyses were tested at. 05 level of significance. The findings of the study reveal   that  pupils in   over schooling  schools   significantly differ in  their   academic achievement in Mathematics from  their counterpart   in schools  without   over schooling  and  also there is a significant   influence   of gender    on pupils’  academic achievement  in Mathematics based on  over schooling schools. Based on the findings of this study, it was recommended, amongst others, that policy makers should formulate policies to   promote and encourages   primary schools over-schooling and    also Mathematics teaching and evaluation strategies should be free of gender bias.