The Effect of Time of the Day and Duration on Students Achievement in Mathematics (Published)
The purpose of this study was to investigate the effect of time of the day and duration of a test on secondary school students’ mathematic achievement. A 3 x 4 factorial balanced design was applied. A 50-item multiple choice mathematics achievement test and two equivalent forms of it were administered on a sample of 488 students, randomly assigned to 12 treatment combinations of time of the day (morning, afternoon and evening) and duration (45 min, 60 mins., 75mins, 90mins). The parallel form reliabilities were and where form A was administered in the morning, form B in the afternoon and form C in the evening. The students mathematics achievement scores were recorded as number right. The resulting data were analyzed using two-way ANOVA while F-ratio and LSD tests were used to test for significance of effect. The results showed that test duration, time of the day and their interaction effects on students’ mathematics achievement, were significant, with those who took the test for 90 mins and in the afternoon, obtaining the highest mean score (), while those who took the test for 45mins and in the evening obtaining the least mean mathematics achievement score (). The implications of those results to test designers and administrators are discussed.
Keywords: Test length, completely randomized, duration of test, factorial designs, mathematics achievement, unbanced
Factors Influencing Students’ Achievement in Mathematics Word Problems: A case of Federal College of Forestry, Ibadan, Nigeria (Published)
This article examined factors which contribute to the mathematics word problem achievement of National Diploma Students’ of Federal College of Forestry. The study was designed specifically to consider the students’ profile (gender, interest in mathematics, attitude towards mathematics and awareness of importance of mathematics to their course of study) as well as their performance in English courses. Data were collected using students’ profile questionnaire, their scores in English courses (GNS 101 and GNS 102) and Mathematics (MTH 111). A correlational analysis showed that the relationship between the respective students’ profile and performance in English courses with achievement in mathematics word problem were significant. Result revealed that all the variables contributed significantly to students’ achievement in mathematics word problem. It is therefore recommended that all these factors should be well treated and made right in order to boast students’ brilliant performance in mathematics word problems in the Colleges.
Keywords: Attitude Towards Mathematics, Interest in mathematics, Performance in English, awareness, mathematics achievement