Assessment of cognitive learning indices and mathematics achievement among junior secondary III students in Ondo State

Abstract

As important as the knowledge of Mathematics is, some students at secondary school level do not take the topic seriously. Previous researches had been investigating the challenges that students face in the learning of mathematics, the difficult nature of the subject holistically, the duties of students, parents, teachers and school in the academic achievement of students, etc. Limited research effort has been directed to the way instructional issues correlated with students’ mathematics achievement, and the relative contribution of each of the variables to student’s achievement in mathematics. Hence the descriptive survey design was adopted in this study. A total of 200 students were selected from 20 schools across six Local Government Areas of Ondo State. Mathematics Cognitive Learning Indices and Achievement Records (MCLIAR) (r = 0.62), and Junior School Mathematics Achievement Test (r = 0.75) were used for data collection while Descriptive and Inferential statistics (Regression analysis) were used for data analyses at α = 0.05 significance level. Generally, the number of exercises and assignments given to students per week is low (2 and 4 respectively). Only the number of periods (β = 0.23)  and the average number of times assignments were given ( β = 0.48) were found to have a significant contribution towards student’s achievement in mathematics. Thus, it was recommended that Mathematics teachers should endeavor to maximize the number of periods by giving student more exercises and assignments to enhance students’ achievement in the subject and ensure that students regularly practice both inside and outside the classroom.