Dr Ekpenyong Efiong Ibok, Dr Anne Ndidi Meremikwu & Sifon Alex Umoh
Abstract
This study investigated influence of students’ religiosity on their academic achievement in Mathematics in Calabar Metropolis of Cross River state, Nigeria. Two hypotheses were formulated to direct the study and literature was reviewed on the variables under study. Ex-post facto research design was adopted for the study. A total sample of 621 students, out of 3,105 SS2 students, was selected using stratified and simple random sampling procedures. A questionnaire titled “Students’ religiosity” (SR), and Mathematics achievement test were the main instruments used for data collection. The reliability estimate of the instrument was established through Cronbach Alpha, and reliability estimate of .72 was established for the SR; while for students’ achievement test in Mathematics, the reliability was established through Kuder Richardson formula K-R20 which gave .74. ANOVA and independent t-test were adopted to test the two hypotheses at .05 level of significance. The result of the analysis revealed that students’ religiosity and gender significantly influence their academic achievement in Mathematics. Based on this finding, it was recommended, among others, that continuous students’ religious practices and commitment are to be encouraged to enhance their academic achievement in Mathematics.