Does further-mathematics predict students’ performance physics? A correlational diagnosis of three years secondary education
The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The application of further mathematics in physics and vice versa is evident in the curriculum and literature. This study explores the attrition between physics and further-mathem...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/387756 |
| Acceso en línea: | https://hdl.handle.net/2117/387756 https://dx.doi.org/10.3926/jotse.1631 |
| Access Level: | acceso abierto |
| Palabra clave: | Mathematics -- Study and teaching Physics -- Study and teaching Further-mathematics Correlation Mathematics ability Physics performance Matemàtica -- Ensenyament Física -- Ensenyament Àrees temàtiques de la UPC::Ensenyament i aprenentatge |
| Sumario: | The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The application of further mathematics in physics and vice versa is evident in the curriculum and literature. This study explores the attrition between physics and further-mathematics among senior secondary school students with a view to expose relationship in predictive terms. Ex post facto research of the co-relational type was employed to investigate respondents results in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 participants. PPMC and MANOVA statistical tools were employed in the analysis of data. The study observed a significant relationship in the performance of students offering further mathematics and physics. A further probe along gender and school type were also done in this study. This study established equal cognitive capacity for both male and female learners in the subjects under examination. Furthermore, no significant difference in the performance of learners was observed in urban and rural schools as against the expected norm. We recommend equal opportunity for all gender, as well as, provide basis for truce in the debate on public and private schools with respect to performance |
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