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- Introduction: Mathematics achievement is the level of knowledge, proficiency or skill attained by undergraduates in mathematics, often explained by grade point average or cumulative grade point average. Many factors could either improve or deter this achievement. In this study, we assess the factors that predict the academic achievement of mathematics undergraduates through structural equation model (SEM). Methods: A survey was conducted with a sample of 411 randomly selected undergraduates from the Department of Mathematics in public universities in Southwestern Nigeria who were studying mathematical science or mathematics education. An adapted questionnaire on a 5-point Likert scale hosted online through Google Forms was used for the survey. The data gathered was analyzed through SEM with the aid of SmartPLS 4. Results: The factors examined, mathematics self-efficacy, attitude, motivation and study habits, collectively accounted for 59.4% of the observed variance in the academic achievement of mathematics undergraduates. Similarly, self-efficacy and study habits accounted for 47.7% of the observed variance in academic motivation, while study habits, motivation and self-efficacy accounted for 67.8% of the observed variance in academic attitudes. Discussion: Among the predictors, study habit has the most predictive influence on academic achievement, followed by mathematics self-efficacy and academic motivation, while academic attitude has the least influence on academic achievement. Hence, academics and institutions should develop and implement various instructional interventions, such as mentoring, monitoring programs and feedback supports, to help students improve their study habits and build their mathematics self-efficacy.
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- The study sought to understand how students’ subject specialisations, academic achievements and gender influence the belief about nature of science (NOS) they hold at the end of their four year Bachelor of Education (B.Ed) degree programme in South Africa. The study was underpinned by an epistemological development theory. It was a quantitative study which involved one hundred and seventeen fourth-year students registered for a four-year Bachelor of Education degree, of whom 72 were females and 45 were males. The study revealed the following: (i) Most fourth year pre-service students were neither naïve nor sophisticated in their conception of NOS beliefs when they exited the programme. Students NOS beliefs also differed with respect to whether they were female or males. Overall, female students were slightly more sophisticated in their NOS beliefs than their male counterparts. (ii) The study also revealed that specialising in Physical Science, Life Sciences, and Technology had no effect on NOS beliefs held by both male and female students. (iii) However, male students specialising in Mathematics were found to hold more sophisticated NOS beliefs and these beliefs were significantly superior to their female counterparts. (iv) Students who academically performed at a distinction level had significantly superior NOS beliefs than those whose academic performance was just at a pass level. (v) Female students specialising in Physical Science had superior beliefs about how scientific knowledge is generated.
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- The present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty-four parents. The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) 11 of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7. On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made.
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