Over Schooling And Pupils’ Academic Achievement In Mathematics In Calabar Municipality Local Government Area Of Cross River State, Nigeria

Abstract

This study which adopted the survey design research determined the influence of over schooling on pupil s’ academic achievement in mathematics. The study answered two research questions and tested two null hypotheses. A sample of 400 primary four pupils were selected from public schools using the simple random and purposive sampling techniques for the study. One instrument titled “Mathematics Achievement Test” (MAT) was used for data collection. The reliability of pupils’ MPT was established through Kuder Richardson formula K-R20 which yielded .81. The independent t-test was used to test the two null hypotheses. The two analyses were tested at. 05 level of significance. The findings of the study reveal that pupils in over schooling schools significantly differ in their academic achievement in Mathematics from their counterpart in schools without over schooling and also there is a significant influence of gender on pupils’ academic achievement in Mathematics based on over schooling schools. Based on the findings of this study, it was recommended, amongst others, that policy makers should formulate policies to promote and encourages primary schools over-schooling and also Mathematics teaching and evaluation strategies should be free of gender bias.