Authors :
Agbanaka Juliet Chinaemerem; Shamsu Sani; Aliyu Hassan; Abdulaziz Abdullahi Bena
Volume/Issue :
Volume 8 - 2023, Issue 11 - November
Google Scholar :
https://tinyurl.com/2jzfvf3r
Scribd :
https://tinyurl.com/ym7rb5c5
DOI :
https://doi.org/10.5281/zenodo.10082720
Abstract :
This research project conducted a survey in
both government and private schools within the Birnin
Kebbi metropolis to evaluate the performance of
students in mathematics, which is a compulsory subject
for students entering tertiary institutions, regardless of
whether they are pursuing arts or science disciplines.
The study focused on assessing the proportion of
students who achieved a grade of A, B, or C in
mathematics, which is considered a credit-worthy
performance. The Malthusian population model was
utilized to analyze the survey results. The results showed
a startling finding: when considering pupils'
improvement in mathematics, the Malthus parameter—
which is frequently used to calculate population
growth—was found to be extremely low. This implies
that the students' rate of progression or advancement in
their mathematics skills was sluggish, which may point
to difficulties with this important subject. These results
pose significant queries on the variables affecting the
region's students' arithmetic performance. Regardless of
the academic route that a student chooses, more
investigation and interventions could be required to
resolve these problems and raise their level of
mathematical competency.
This research project conducted a survey in
both government and private schools within the Birnin
Kebbi metropolis to evaluate the performance of
students in mathematics, which is a compulsory subject
for students entering tertiary institutions, regardless of
whether they are pursuing arts or science disciplines.
The study focused on assessing the proportion of
students who achieved a grade of A, B, or C in
mathematics, which is considered a credit-worthy
performance. The Malthusian population model was
utilized to analyze the survey results. The results showed
a startling finding: when considering pupils'
improvement in mathematics, the Malthus parameter—
which is frequently used to calculate population
growth—was found to be extremely low. This implies
that the students' rate of progression or advancement in
their mathematics skills was sluggish, which may point
to difficulties with this important subject. These results
pose significant queries on the variables affecting the
region's students' arithmetic performance. Regardless of
the academic route that a student chooses, more
investigation and interventions could be required to
resolve these problems and raise their level of
mathematical competency.
