Gender difference, self-efficacy, active learning strategies and academic achievement of undergraduate students in the Department of Mathematical Sciences, Federal University of Technology, Akure, Nigeria
by Isaac Lare Animasaun; Oluwasegun Aramide Abegunrin
International Journal of Teaching and Case Studies (IJTCS), Vol. 8, No. 4, 2017

Abstract: For the development of an outstanding thinking and reasoning skills, it becomes necessary to acquire a deep understanding of some factors influencing the academic performance of undergraduate students in the Department of Mathematical Sciences, The Federal University of Technology, Akure, Nigeria and also in other universities in the world. In this article, gender, the likeness of mathematics courses, offering of further mathematics in secondary school, self-efficacy, active learning strategies, and academic performance of randomly selected 290 students from the population is presented and investigated statistically. Independent t-test, one-way analysis of variance, and nonparametric Kruskal-Wallis packages on SPSS were used to analyse the extracted data from questionnaires. Students in the Department of Mathematical Sciences FUTA with a high level of likeness in mathematics possess high self-efficacy, and active learning strategies. An outstanding academic performance of these students is guaranteed. Male and female students possess almost equal self-efficacy and active learning strategies.

Online publication date: Tue, 02-Jan-2018

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