Does Further-Mathematics Predict Students' Performance Physics? A Correlational Diagnosis of Three Years Secondary Education

Autor/inn/en	Badmus, Olalekan Taofeek; Jita, Loyiso C.
Titel	Does Further-Mathematics Predict Students' Performance Physics? A Correlational Diagnosis of Three Years Secondary Education
Quelle	In: Journal of Technology and Science Education, 13 (2023) 1, S.381-392 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Badmus, Olalekan Taofeek) ORCID (Jita, Loyiso C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Mathematics Education; Science Achievement; Prediction; Gender Differences; Exit Examinations; High School Students; Institutional Characteristics; Physics; Correlation; Academic Persistence; Test Results; Cognitive Ability; Rural Urban Differences; Urban Schools; Rural Schools; Equal Education; Educational Opportunities; Public Schools; Private Schools; Mathematics Achievement; Educational Policy; Foreign Countries; Policy Analysis; Nigeria + Suchen Sie Ihr Suchwort? Mathematische Bildung; Vorhersage; Geschlechterkonflikt; Final examination; Abschlussprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Korrelation; Denkfähigkeit; Stadt-Land-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Bildungsangebot; Bildungschance; Public school; Öffentliche Schule; Private school; Privatschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Ausland; Politikfeldanalyse
Abstract	The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The application of further mathematics in physics and vice versa is evident in the curriculum and literature. This study explores the attrition between physics and further-mathematics among senior secondary school students with a view to expose relationship in predictive terms. Ex post facto research of the co-relational type was employed to investigate respondents results in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 participants. PPMC and MANOVA statistical tools were employed in the analysis of data. The study observed a significant relationship in the performance of students offering further mathematics and physics. A further probe along gender and school type were also done in this study. This study established equal cognitive capacity for both male and female learners in the subjects under examination. Furthermore, no significant difference in the performance of learners was observed in urban and rural schools as against the expected norm. We recommend equal opportunity for all gender, as well as, provide basis for truce in the debate on public and private schools with respect to performance. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01