International Journal of Advanced Education and Research

ISSN: 2455-5746

Vol. 4, Issue 6 (2019)

Constraints to instructional effectiveness and undergraduate student Mathematics learning achievement

Author(s): Nduka Wonu, Ibaan Gogo Zalmon
Abstract: This study used the case study and correlational research designs to identify the factors affecting student Mathematics learning achievement and the nature of the relationship between the factors and student learning achievement in Mathematics. A sample of 44 undergraduate students with an average age of 23 years, from the Mathematics/Statistics Ignatius Ajuru University of Education, Port Harcourt took part in the study. A validated 92-item instrument titled Mathematics Achievement Factor Scale (MAFS) was used to collect data. This instrument was used to measure the constraints to Mathematics learning achievement, student study habits and solutions to Mathematics learning constraints. The CGPA of the students was used as the achievement scores. The MAFS had a 0.87 reliability coefficient using the Cronbach method. Four research questions guided the study. Relative Importance Index (RII), Ranking (Rk), percentages and Spearman Rho were used for data analysis. The findings revealed among others that parental factors were the most pressing factor associated with student achievement in Mathematics (RII=0.80, Rk=1.0). This was followed by student factor (RII=0.79, Rk=2.0) and then school factor (RII=0.76, Rk =3.0) and the least was lecturer factor (RII=0.70, Rk =4.0). It was also found that 75% of the students had a personal study timetable but only 34.1% of the students operate a personal timetable. About 56.8% of the students indicated that Mathematics courses, especially the difficult ones appear twice per week. More than half (59.1%) of the students don’t belong to groups, 86.3% of the students study Mathematics by reading up topics from a textbook and 72.7% of the students study in a conducive environment among others. The lecturer factor (ρ=-0.349, p<.05) and school factor (ρ=-0.332, p<.05) had negative, strong and significant relationships with student achievement. Parental factor (ρ=-0.007, p>.05) also had a negative but weak relationship with student achievement in Mathematics. Student factor (ρ=0.098, p>.05) had a direct but weak relationship with student achievement in Mathematics. It was therefore recommended among others that the parents should try to be involved in the affairs of their children who are studying Mathematics at the University.
Pages: 48-58  |  273 Views  61 Downloads
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