A COMPARATIVE STUDY OF MATHEMATICS ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS FROM DIFFERENT FAMILY BACKGROUNDS IN AGBANI EDUCATION ZONE OF ENUGU STATE
Abstract
The purpose of this study was to compare the mathematics achievement scores
of junior secondary school students from different family backgrounds in
Agbani education zone of Enugu state. Causal comparative or expost facto
research design was adopted for the study. Four research questions and four
hypotheses guided the study. Proportionate stratified random sampling
techniques was used to draw 200 Junior Secondary three (JSS 3) students
from three secondary schools in Agbani Education Zone, one from each of the
three local government areas that make up the zone. Two instruments, a
questionnaire on family backgrounds of secondary school students in Agbani
Education Zone, and a form for students’ mathematics achievement scores
were used for data collection. The questionnaire was used to collect data on
the students’ family backgrounds while the form was used to collect data on
the students’ mathematic achievement scores from records and vital
documents in their schools. Data collection was personally undertaken by the
researcher who visited the schools and administered the instruments. Mean
and standard deviation were used to answer the research questions while oneway
analyses of variance (ANOVA) was used to test the hypotheses at 0.05
level of significance. Major findings of the study revealed that family
backgrounds have significant influence on the students mathematics
achievement scores. It was recommended among other things that the
government and other secondary school proprietors should organize periodic
seminars and capacity building workshops for secondary school teachers on
how to handle the individual differences among students from diverse
backgrounds in their teaching.
of junior secondary school students from different family backgrounds in
Agbani education zone of Enugu state. Causal comparative or expost facto
research design was adopted for the study. Four research questions and four
hypotheses guided the study. Proportionate stratified random sampling
techniques was used to draw 200 Junior Secondary three (JSS 3) students
from three secondary schools in Agbani Education Zone, one from each of the
three local government areas that make up the zone. Two instruments, a
questionnaire on family backgrounds of secondary school students in Agbani
Education Zone, and a form for students’ mathematics achievement scores
were used for data collection. The questionnaire was used to collect data on
the students’ family backgrounds while the form was used to collect data on
the students’ mathematic achievement scores from records and vital
documents in their schools. Data collection was personally undertaken by the
researcher who visited the schools and administered the instruments. Mean
and standard deviation were used to answer the research questions while oneway
analyses of variance (ANOVA) was used to test the hypotheses at 0.05
level of significance. Major findings of the study revealed that family
backgrounds have significant influence on the students mathematics
achievement scores. It was recommended among other things that the
government and other secondary school proprietors should organize periodic
seminars and capacity building workshops for secondary school teachers on
how to handle the individual differences among students from diverse
backgrounds in their teaching.
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