School characteristics and Academic Performance of Primary School Pupils in Mathematics
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Mathematics is one of the formal disciplines that help man lay a solid foundation for future survival. Scientific and technological developments are dependent on mathematics. The Nigerian Government has made mathematics compulsory both at the primary and secondary school levels; also mathematics is a basic requirement for admission into some degree courses in most tertiary institutions in Nigeria. Okeke (2006) noted that there was a general fear and hatred for mathematics: a situation that results in deadline performance in the subject.
Basically, the goal of teaching mathematics, especially at the primary level is to prepare pupils to develop a critical and creative outlook as they confront the challenges of daily life. Thus, for the teaching of mathematics to be meaningful, teaching must exist at the concrete operational level. By the nature of children, they need a large number and variety of educational or instructional resources to interact with children at the primary level like to explore, experiment, create and interact with the environment school characteristics such as type of school, quantity and quality of teachers, availability, and usage of quality instructional and infrastructural materials and effective management structure are therefore necessary to create an enabling environment to learn the subject more effectively. It is believed that a well-planned school will gear up expected outcomes of education that will facilitate good social political and economic emancipation, effective teaching and learning process, and academic performance of students.
Glassman (2004) asserted that a comfortable and caring characteristic among other treatments helped to contribute to pupils’ academic performance. The physical characteristics of the school have a variety of effects on teachers, learners, and the learning process.
This study will therefore investigate the variability of school characteristics that could impact either positively or negatively on academic achievement of pupils in mathematics with a view of proffering solutions to the lingering poor performances of primary school pupils in mathematics.
School characteristics and Academic Performance of Primary School Pupils in Mathematics
1.2 Statement of the Problem
Ideally, pupils are expected to learn mathematics in a conducive environment which could help them to achieve maximally in the subject.
In emphasizing the importance of school characteristics In relation to pupils learning outcome, Gluchukwo (2004), asserted that school characteristics were an essential aspect of educational planning: that unless schools are well sited, buildings adequately constructed equipped and facilities sufficiently utilized and maintained much teaching and learning may not take place.
The high levels of pupils’ academic performance especially in mathematics may not be guaranteed where instructional space such as classrooms, libraries, and school facilities are structurally defective.
Unfortunately much is not known about school locations such as rural and urban schools.
These conditions are feared by the researcher to impact either positively or negatively to pupils’ achievement in the subject. Hence, the researcher intends to find out whether school location, availability of adequate instructional facilities as well as class size could positively relate to pupils learning outcomes among primary school pupils.
1.3 Purpose of the Study
The general objective of the study was to investigate school characteristics and academic performance of primary school pupils in mathematics.
Specifically, the study sought;
- Find out the impact of school, location on pupils learning outcomes in mathematics.
- Examine the impact of the availability of instructional facilities on the academic performance of pupils in mathematics.
- The impact of class size on pupils learning of mathematics.
School characteristics and Academic Performance of Primary School Pupils in Mathematics
1.4 Significance of the Study
Findings on the issue will be significant in the following ways:
- It will serve as a reference manual for future researchers on related topics.
- It will enlighten students on the importance of school characteristics in education.
- It will also serve as a guide to teachers on issues relating to school location and class size.
- It will help Government School Proprietors agencies when making important decisions concerning location to schools and provision of facilities to primary schools.
1.5 Research Questions
In the course of carrying out the investigation, three questions were raised:
- What is the influence of school location on pupils’ academic performance in mathematics?
- How does the availability of instructional materials impact on academic performance of pupils in mathematics?
- To what extent does class size impact on academic performance of pupils in mathematics?
1.6 Research Hypotheses
Three null extent hypotheses were proposed to guide the study.
- There is no significant impact of school location on pupils’ academic performance in mathematics.
- There is no significant impact of the availability of instructional materials on pupils’ academic performance in mathematics.
- There is a significant impact of class size on pupils’ academic performance in mathematics.
