Effect of Academic Setting on Junior Secondary School Students’ Achievement in Mathematics in Kogi Central, Kogi State

Idris Ibrahim Omeiza

Abstract


This study investigated into the effects of academic setting on male and female junior secondary school students’ achievement in mathematics in Kogi Central, Kogi State. Anex-post-facto design was used and sample consisted of two hundred (200) JSS III students from five classes from four schools selected by cluster sampling technique from all junior secondary schools with a total population of 4,398 students in Kogi Central. One hypothesis was formulated to direct the study. Data collected from sample schools were analyzed using Two Way Analysis of Variance (ANOVA) at P  levl of significance. The result indicated that: There are significant differences in the mean academic achievement scores of students in the three academic settings (single-sex school, coeducational school setting with single sex classes and coeducational school setting with mixed sex classes) in fovour of single-sex school. Also, gender difference in students’ academic achievement is not significant. It is concluded among others that single-sex school students performed significantly higher than their counterparts in the other two school settings. It is recommended among others that the government at local, state and federal level should endeavor to establish more single-sex schools to cater for qualitative mathematics education for boys and girls at junior secondary school level.


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