Identifying Factors Affecting the Mathematics Achievement of Students for Better Instructional Design in UK

Abstract

Mathematics is said to be logical, reliable and a growing body of concepts which makes use of specific language and skills to model, analyse and interpret the world. It is a human activity which involves creativity, discovery of patterns of shape and number, the modelling of situations, the interpretation of data and the communication of ideas and concepts. This paper attempts to examine factors affecting the mathematics achievement of students for better instructional design in UK. This study used descriptive survey design. Simple random sampling technique was further applied to obtain Mathematics teachers, students and principals targeted. The total population of this study was 142 persons. The study sampled 105 respondents. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the demographic factors were more correlated with students Students’ Mathematic Achievement (r = 0.722; p= 0.000). Multiple linear regression analysis showed that demographic factors contributed to 69.9% of variation on the performance, hence plays a vital role in students’ mathematics achievement in UK.