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Factors related to mathematics achievement of secondary school pupils

This study investigated the relationships between diverse variables and secondary school pupils'
Mathematics achievement. It also dealt with the relative contribution of each variable to
Mathematics achievement and the significance of differences in Mathematics achievements when
pupils' gender and home background as well as teachers' experience, gender, education, in-service
education, homework assignment and testing frequency are taken into account.


A questionnaire was administered on 163 standard 8 pupils.
I

The most important findings of this study were: {1) There was a significant relationship between
pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept,
contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote
tests often (more than once per term) achieved significantly less than students who wrote tests
less often / Psychology of Education / M. Ed. (Psychology of Education)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17527
Date11 1900
CreatorsMoyana, Hlengani Jackson
ContributorsSchulze, Salome
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource (viii, 202 leaves)

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