Correlation between Mathematics Grades in the Senior School Certificate Examination and Student Achievement in CSC 200

P. A. U. Ossai

Abstract


The research explored the correlation between mathematics grades obtained in the Senior School Certificate Examination (SSCE) and the scores achieved by students in Computer Science 200 (CSC) at the university level. The primary objective was to ascertain the predictive value of SSCE mathematics grades on student performance in the CSC 200 course. This study adopted a correlational research design and involved a participant pool of 83 students, comprising 31 males and 52 females, who were enrolled as second-year undergraduates (200 level) at Delta State University, Abraka. The students undertook the Computer Science 200 examination using computer-based testing (CBT) during the academic sessions of 2017/2018 and 2020/2021. Their performance scores in the CSC 200 course were gathered for subsequent analysis. The research addressed five distinct research inquiries and subjected three null hypotheses to testing at a significance level of 0.05. The analytical approach employed the Product Moment Correlation Coefficient (PPMC). Contrary to expectations, the outcomes revealed no significant correlation between mathematics grades and students' achievements in CSC 200. The observed slight superiority of male students over their female counterparts in terms of performance proved to be statistically marginal and lacked practical significance. It was evident that factors beyond mathematics grades were influential in shaping student success in the CSC 200 course. As a result, it is plausible that various other variables contributed to students' performance outcomes in CSC 200. Given these findings, the study suggests that future investigations encompass larger and more diverse sample sizes to obtain a comprehensive understanding of the underlying dynamics.


Full Text:

PDF

References


Uloku, O. P. A., & Emuobor, E. P. O. (2023). Students' Mathematics Achievement: Is Location A Factor? ATBU Journal of Science, Technology and Education, 11(2), 143-146.Available at: . Date accessed: 04 Aug. 2023.

Uloku, O. P. A., & Maureen, J. A. (2023). Predictive Validity of the Unified Tertiary Matriculation Examination (UTME) on First-Year Undergraduate GPA. ATBU Journal of Science, Technology and Education, 11(2), 382-386. Available at: . Date accessed: 04 Aug. 2023.

Uloku, O. P. A. (2023). Assessing post-graduate Students’ Ability to Match Levels of Measurement with the Appropriate Measures of Central Tendency. ATBU Journal of Science, Technology and Education, 11(2), 127-133. Available at: . Date accessed: 04 Aug. 2023.

AU, O. P. RELATIONSHIP BETWEEN STUDENTS’SCORES ON PLAIN QUESTIONS AND WORDED PROBLEMS IN MATHEMATICS. Journal of Education and Policy Review 9(1). Available at Cenresin Publications www.cenresinpub.org

Dayal, H. & Chandra, S. (2016). Solving work problems in mathematics: An exploratory study among Fijian Primary school teachers. Waik ato Journal of Education, 21(2), 29 – 41.

Du, J. & Wimmer, H. (2019). Hour of Code: A study of Gender Differences in computing. Information Systems Education Journal, 17(4), 91 – 97.

Huddleston Jr, T. (2023). The grades you got in school don’t really matter, Raising Successful Kids.

Iroju, O. G, Olawugi, N. J., Olaleke, J. O. & Idowu, C.S. (2013). Factors responsible for gender difference in the performance of computer science students. In: Sustainable Development Goals Paradigm Shift. An Educational Approach.

Jaschik, S. (2020). Grades are five turns than ACT Scores. Admissions Tradtional-Age.

M. M. Subhij, Nasser Saad Al-Katanic, Abdul Malki Syed. Relationship between admission grades and academic achievement. Entrepreneurship and Sustainability Issues, Entrepreneurship and Sustainability Center, 2018, 5(3) 648 -658.

Maire, M. (2014). High school grades are better predictor of college success than SAT and ACT. EdSource High School.

Nohd, N., Mahmood, T. F. P. T & Ismail, M. N, (2011). Factors that influence students in mathematics achievement. Internal Journal of Academic Research, 3(3), 49 – 54.

Nune-Pena, M. I, Suarez-Pellicioni, M. & Bono, R. (2016). Gender difference in test anxiety and their impact on higher education students? Academic achievement. Procedia-Social and Behavioural Science, 228(2016), 154 – 160.

Ossai, P. A. U., & Enwefa, C. (2020). Undergraduate students’ achievement in GST 101 using corrected scores and uncorrected scores. Journal of Education and Social Research, 10(2), 126-133.

Ossai, P. A. U. (2014). Dimensionality of West African Senior School Certificate Examination in Mathematics Objective Test Items. An Unpublished Ph. D. Thesis, Delta State University, Abraka, Nigeria.

Ossai, P. A. U. (2014). Reporting affective scores in school assessment: Implications to counselling. Delta Journal of Guidance and counselling, 2(1), 24-31.

Ossai, P. A. U. (2016). Relationship between Students' Scores on Research Methods and Statistics, and Undergraduate Project Scores. Journal of Education and Practice, 7(8), 75-78.

Ossai, P. A. U. (2016). Test scores and skewness: implications to examiners and students. Journal of Educational Research and Policies, 11(2), 156-160.

OSSAI, P. A. U. Means of Admission and Sex as Determinants of Students’ Achievement in the use of English and Library (GST 101).

Pappas, I. O. Aalberg, T., Giannakos, M. N. Jaccheri, L. Mikalef, P. & Sindre, G. (2016). A paper presented at NIK 2016 conference.

Schaffhauser, D. (2017). GPA Versus Exam Success: what’s better in Predicting College Success? THE JOURNAL, 03/09/17.

Udonsa, A. E. (2015). Trend on students’ performance in mathematics at the senior secondary certificate examination in Nigeria. Journal of Research in Education and Society, 6(2), 14 – 20.

Umeoduagu, C. (2011). Relationship between entry qualification and academic achievement of students at degree level: A cases study of mathematics department of Delta State University, Agbor Campus. Journal of Pristine, 3(1), 1 – 10.

Yusuf, N. M., Karim, Z. A., Rashid, R. A. & Mohamed, Z. (2019). Factors affecting students’ achievement in mathematics: Case study in Terengganu. Journal Intelek, 14(2), 199-207.


Refbacks

  • There are currently no refbacks.