Mathematics Background Knowledge and Gender among University Students’ Achievement in Circuit Theory and Analysis in Bauchi, Nigeria

Ahmed Usman, Abubakar Baba Yarima, Aminu Hussaini

Abstract


The study examined the influence of mathematics background knowledge and gender on university students’ achievement in circuit theory and analysis in Bauchi state. Two hypotheses were formulated and tested at a 0.05 level of significance. The study adopted a descriptive survey research design, the study was conducted in Bauchi state and specifically at Abubakar Tafawa Balewa University Bauchi; ninety-four (94) Electrical/Electronic Technology Education students form the population of the study and there is no sample and sampling technique because the population is manageable. Students' mathematics background knowledge questionnaire (SMBQ) was used as an instrument of data collection, the instrument was validated by experts and a reliability coefficient of 0.75 was obtained for the instrument using Cronbach’s alpha; data was collected with the help of two research assistants. Data collected was analysed using Statistical package for social sciences (SPSS) version 23 where multiple regression was used to test the hypotheses. Findings of the study revealed that mathematics background knowledge has a significant influence on students’ achievement in circuit theory and analysis and gender has no significant influence on students’ achievement in circuit theory and analysis. It was recommended that the university management should encourage the curriculum review committee at department levels to consider adding mathematics courses at 100 and 200 levels as this will enable students to improve their mathematics background knowledge/skills and develop an interest in Mathematics, as this improves students’ academic achievement in circuit theory and analysis.


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