Plain-language summary
This project investigated why some pupils experience poor performance in primary school mathematics. It focused on four areas: the use of instructional materials, parents’ socioeconomic background, differences in mathematics performance between pupils in private and public primary schools, and the ways teachers may contribute to pupils’ difficulties.
The study involved 270 pupils and 45 teachers drawn from nine primary schools in Akamkpa Local Government Area of Cross River State. It used correlational and quasi-experimental designs. Data were collected with a questionnaire and a mathematics achievement test, and analysed using simple percentages and arithmetic means.
The report concluded that instructional materials, parents’ socioeconomic circumstances, school type and teachers’ contributions were relevant to pupils’ mathematics performance. It reported that pupils in private schools performed better than their counterparts in public schools. The project offers an early examination of classroom and home-related factors that may be considered when addressing mathematics learning in primary schools.
Abstract
The aim of this research was to x-ray some causes of poor performance of pupils in primary school mathematics. Specifically, the study examined the use of instructional materials and pupils’ academic performance in mathematics; parents’ socio-economic background and pupils’ academic performance in mathematics; compared the performance of private and public primary school pupils in mathematics; examined ways in which teachers contribute to pupils’ poor performance in mathematics. The study employed a correlational and quasi- experimental research designs. A simple random sampling technique was used to select a sample of 270 pupils and 45 teachers drawn from nine primary schools in Akamkpa local government area of Cross River State. A questionnaire and a mathematics achievement test (MAT) were instruments used for data collection. The collected data was analysed using a simple percentage (%) and arithmetic mean (X). The findings of the study revealed that the use of instructional materials adequately led to pupils’ poor performance in mathematics; parents’ socio-economic status contributed to the pupils’ performance in mathematics; pupils in private primary school perform better than their colleagues in public schools in mathematics; and teachers contribute to the poor performance of pupils in mathematics. Based on this results, conclusions and recommendations were made.