Parallelism in performance and the multifactor perspective to the instructional process - a case study of poor achievements in mathematics in a single-sex school setting

• Published in: International journal of mathematical education in science and technology Vol. 26; no. 4; pp. 559 - 565
• Main Author: Ihejieto, D.O.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.07.1995
• ISSN: 0020-739X; 1464-5211
• DOI: 10.1080/0020739950260410

The dichotomy in achievements by students in mathematics has, in recent times, attracted considerable academic attention, by interested and concerned scholars. This dichotomy has been pinned down to the attributes of success/failure rates of pupils in schools. Factors identified thus far in light of the above stipulation, include among others, lack of instructional materials in schools, poor and irregular application of instructional methods, etc. This simple case study on female subjects was designed to understudy some of the factors, not necessarily academic, that may have influenced the progress of students in terms of performance in mathematics. A school in a typical rural setting constitutes our focal arena; on account of the fact that findings show that some schools may only have existed, to the extent that bringing the schools closer to the homes, reflects the current policy of state governments being seen as attained. Remedies are suggested as anomalies are detected.