Factors that affect the performance of students in Cambridge GCE(Ordinary Level) Mathematics

Abstract

The purpose of this study was to identify the factors that affect student performance in Cambridge GCE (Ordinary Level) Mathematics. The four factors selected for the study dealt with students, teachers, school management and the parents. A group of 57 students studying in two classes of a private school and sitting the Cambridge GCE (Ordinary Level) Examination in the year 2011 formed the main source of data for this study. The data needed from this source were collected through a questionnaire administered to the students. In addition to the above, the questionnaire method was used to collect data from the three other sources namely teachers who taught Mathematics to these students, the school management, and the parents of the student group under concerned. Independent t-test, Mann-Whitney test, one way ANOVA, Tukey’s comparison procedure and Kruskal-Wallis test were used to analyse the data so collected. All the tests were conducted at 5% level of significance. Analysis of student data revealed that the students who were in the habit of using public library than the school library, the students learning slowly or moderately with more grasping power than others who learned speedily, students who enjoy learning Mathematics performing better in the examinations, the students considering the teaching style in line with their preference and the students either having no opinion or denying any encouragement from the management. An analysis of data collected from teachers identified that for better student performance in Mathematics both students and teachers should derive pleasure from their learning and teaching task respectively. Provision of adequate time in the time table for the subjects under concern, use of modern methods of teaching and receiving due support from the school management and the parents are other main factors found to be of importance. The study also found that it was the responsibility of the school management to stick to the punctuality considerations, and take timely action to hold school tests and provide the needed learning-teaching materials. The data collected from the school management revealed that they paid high priority for students and teachers punctuality and less priority for school tests. Provision of curricular material in the class room was also identified as another priority area. In addition to the school related factors that contribute to the success of student learning the parents also have a part to play. In this respect they should ensure regular school attendance of their children, make arrangements to check their homework and provide suitable home environment conducive to learning. Moreover, parents have to extend their support to promote Mathematics-related activities undertaken by the school and meet teachers regularly to find out the strengths and weaknesses of their children with a view to taking suitable action to overcome any learning difficulties encountered by their children.