Textbook utilization and class participation as predictors of pupils’ academic achievement in mathematics
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
JECPE
Abstract
The study investigated textbook utilization and class participation as predictors of academic achievement in mathematics in Ilorin West Local Government Area of Kwara State. Survey research design was adopted for this study. 480 primary six pupils were randomly selected. Three (3) research instruments were used for data gathering- Questionnaire on Pupils' Utilization of Mathematics Textbooks (QPUMT), Observation Scale Measuring Pupils ' Participation in Mathematics Class ( OSMPPMC) and Mathematic Achievement Test (MAT). Both QPUMT (a = 0.84) and OSMPPMC (a = 0.87) were validated and tested for reliability with Cronbach's Alpha while MAT (K - R 20 = 0.72) was equally validated and tested for reliability with the use of Kuder - Richardson Formular 20 ( KR20 ). Analysis of data was carried out using multiple linear regression. The findings showed that there was positive relationship among textbook utilization (r = .597), class participation (r = .607) and pupils’ academic achievement. The predictor variables were significant in their composite contribution to the prediction of academic achievement in mathematics (F ( 2, 477 ) = 267.963 ; R = .727, R² = .529 , Adj. R² = .527 ). About 53 % of the variation in pupils ' academic achievement in mathematics was accounted for by the predictor variables. Also, the predictor variables were significant in their relative contribution to the prediction of academic achievement in mathematics. Class participation of the pupils had the highest predictive rate of academic achievement in Mathematics. Based on the findings, it was recommended that teachers should use teaching strategies or methods that will foster active participation of pupils in Mathematics class. It was also recommended that pupils should make use of the recommended Mathematics textbooks.