The Influence of Learning Strategies on the Mathematics Achievement of Students as It Relates to School Factors

Abstract

DOI: 10.7176/JEP/10-13-06

Publication date:May 31^st 2019

Introduction

Mathematics is usually seen as the language of science and technology. Without doubt, it is the bedrock for technological advancement of any country and a requirement for effective study of other school subjects in areas like numbers and numeration, variation, graphs, fractions, equations and also in volume. Hence, it was made compulsory for all students from Basic Education up until senior secondary school level. In spite of its importance, the performance of students in the subject has been a great concern to the society as poor performance is obtained year after year in the subject by students. For example, Zalmon and Wonu (2017) shown the percentage  performance of students from year 2010 to year 2016 in Mathematics for grade levels A₁-C₆ as follows; 33.55%,  38.93%, 49.00%, 36.00%, 31.30%, 34.18% and 38.68% for 2010, 2011, 2012, 2013, 2014, 2015, 2016 respectively.

Mathematics is expected to be well learned by students due to its importance but it is a subject most students find difficult to learn effectively. To effectively learn the subject, Mathematical intelligence is a tool that must be possessed by the students. Gardner (2001) in Elmore (2002) identified logical/Mathematical intelligence as one of the eight (or more) intelligences that people have and that people vary considerably in the innate levels of Mathematical intelligence that they are born with. Elmore (2002) noted that a certain amount of Mathematics knowledge and skill is innate - genetic in origin. Elmore (2002) was of the view that Mathematics learning is based on natural endowment (nature) and environmental influences (nurture). He however stressed that Mathematics knowledge and skills come from excessive learning by engaging part of the brain to learn Mathematics content the brain was not naturally designed to learn being that the brain can greatly accommodate large contents of information or knowledge.

Two basic factors that enhance Mathematical knowledge, skills, and interest are genetic makeup of the individual and environment they grow up. The two factors help to shape the level of Mathematical skills that the individual student can acquire. Therefore, for Mathematics to be effectively learned, various methods have to be employed by all stakeholders to arrest the interest of students (Elmore, 2002).  Thus, deliberate and dedication in the learning of Mathematics can go a long way to enhance better understanding of the subject. This is because learning involves strengthening correct responses and weakening incorrect responses as well as making sense of the presented material by attending to relevant information, mentally reorganizing it and connecting it with what is already known (Clark & Mayer in Malamed, 2019).