The influence of socio-economic status, entry style and instructional variables on the learning of mathematics in a neo-literate society

Abstract

This paper investigates the influence of socio-economic status, entry style and instructional variables on post-secondary mathematics performance of internal and external students at the University of Papua New Guinea. The 1984 and 1985 intakes of Preliminary Year and Matriculation Studies were taken as samples. Six instruments were developed and administered. The data was analysed using techniques of multiple linear regression supported by “all possible subsets of regression”. Internal and external mature students' achievement in mathematics was mainly related to their entry style and partially to the instructional variables. The socio-economic status variables have no significant influence on it. The internal regular students' mathematics performance showed a stronger link with their socio-economic status than with their entry style while their instructional variables have no significant effect on their achievement. The pattern of results indicates that the performance of students can be more meaningfully grouped based on entry style rather than on mode of instruction.