Academic activity gap and first year student’s achievement in mathematics algebra course in Rivers state Nigeria
George Nchelem Rosemary
This study investigated effect of academic activity gap on first year students’ achievement in Mathematics Algebra course. The study was conducted in Rivers State Nigeria. The pre test post test one group intact class non-equivalent quasi-experimental research design was employed. A sample of 105 BSc/Ed (Chemistry, Mathematics & Physics) students of the Faculty of Natural and Applied Sciences of Ignatius Ajuru University of Education were selected purposively. A validated and reliable (r = 0.73) instrument titled Mathematics Activity Gap Achievement Test (MAGAT) was used to collect the data. The experimental group were students who engaged in extended academic programme during activity gap while the students that did not engage in extended academic programme during activity gap were grouped into control. The findings of the study revealed that the students in the experimental group (i.e. students who engaged in extended academic programme during activity gap) had a higher achievement mean score in MTH 114 (Basic Mathematics) than those in the control group (i.e. students who did not engage in extended academic programme during academic gap). The study also showed that there was a significant difference in students’ achievement mean score for the two groups and no significant difference in students’ achievement mean score by gender. It was recommended among others that those students who experienced academic gap should engage in extended academic activities to sustain their mathematical skills for higher academic pursuit in Mathematics.