Classroom Routine Activities as Predictors of Students’ Academic Achievement  in Mathematics in  Calabar Metropolis of  Cross River State, Nigeria  

Anne Ndidi Meremikwu (PhD); Ibok Ekpenyong Effiong (PhD); Adie Emmanuel Benimpuye; Lovina  Inah Idoko; Okri John Arikpo Ph.D. & Catherine Njong Tawo


This study examined the classroom routine activities as the predictors of students’ academic achievement in Mathematics in Calabar Metropolis of Cross River State, Nigeria. Two hypotheses were formulated to direct the study. Ex-post facto research design was adopted for the study. A total sample of 500 Senior Secondary Class two (SS2) students out of 9,086  students was selected from  24 secondary  schools for the study using stratified and proportionate simple random sampling procedures. The instruments used for data collection were Mathematics achievement tests, classroom attendance register    and Mathematics teachers’ assignment performance record  books for assessing mathematics achievement, classroom attendance and mathematics assignment performance respectively. The reliability estimate of the mathematics achievement test established through Kuder Richardson formula K-R20 was .77, this met the criterion for stability and suitable for the study Simple Linear Regression  was the statistical technique adopted to test the hypotheses at .05 level of significance. The result of the analysis revealed that classroom assignment, classroom attendance significantly predicts students’ academic achievement in Mathematics in this study population. Based on these findings, it was recommended that students should be given classroom assignment daily and that teachers should be encouraged to supervise, mark, score, grade and correct students’ assignment. Also policies and measures which are aimed at increasing student’s attendances including making attendance compulsory need to be considered to enhances students’ academic achievement in Mathematics.

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