Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

• Olalekan Taofeek Badmus ^[1] ; Loyiso C. Jita ^[1]
  1. [1] University of the Free State

     University of the Free State

     Mangaung, Sudáfrica

     
• Localización: JOTSE, ISSN-e 2013-6374, Vol. 13, Nº. 1, 2023, págs. 381-392
• Idioma: inglés
• Enlaces
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• Resumen

  • The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.