INFLUENCE OF AFTER-SCHOOL LESSONS AND STAKEHOLDERS’ FACTORS ON PUPIL ACHIEVEMENT IN MATHEMATICS IN OYO STATE, NIGERIA

Abstract

The study investigated the influence of after school lessons and stakeholders’ factors (Pupil, Teacher and Parents) on pupils’ achievement in Mathematics in Oyo State, Nigeria. It study adopted the multistage sampling technique which was used in selecting the study population and sample. A total of fifteen (15) private and thirteen (13) public primary schools in Ibadan South East Local Government area of Oyo State was selected for the study. The population of the study comprised of all primary five and six pupils in the primary schools. Sample consisted of two hundred and nineteen (219) pupils, two hundred and nineteen (219) Parents of the pupils’ and forty eight (48) teachers. Data was collected with the use of questionnaires (TAASLS, PUAALS and PAASLS), attitude scale and achievement test; that were all developed and validated by the researchers. The data were collected from March to May, 2018. Data obtained were analyzed using descriptive statistics, correlation coefficient and Multiple Regression at p<0.05. The predictor variables that are most influential in predicting pupils’ achievement in Mathematics are: pupil parents’ attitude to after school lessons (?=0.57, t=3.60, P<0.05), parents’ academic qualification (?= -0.06, t= 0.95, P<0.05), peer group Influence (?=0.42, t=2.62, P<0.05) respectively. In order to improve Mathematics achievement among learners’ especially at the primary level of education, after school lessons should be reinforced; the stakeholders’ factors’ that predicted learners’ achievement in mathematics should be put into perspective.