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PUBLISHED DATE: - 20-12-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue12-12
PAGE NO.: - 242-262
INFLUENCE OF PSYCHOPEDAGOGIC
FACTORS ON STUDENTS’ MATHEMATICS
ACHIEVEMENT IN SECONDARY SCHOOLS IN
THE SOUTH WEST REGION OF CAMEROON
Ojong Stephen Ako
Deputy Director, Government Teachers Training College Akwa Bakassi, Ndian, South West
Region- Cameroon
Dr. Nekang Fabian Nfon
Associate Professor, Head of Department, Curriculum Studies and Teaching, Faculty of
Education, University of Buea - Cameroon
Dr. Zang Ndi Serge Armand
Associate Professor of Social Psychology, Department of Educational Psychology, Faculty of
Education, Head of Department, Guidance and Counseling, Higher Teachers Training College
–
Buea, University of Buea- Cameroon
RESEARCH ARTICLE
Open Access
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INTRODUCTION
Achievement is the driving force behind every
endeavour in life. No human being has ever dared
to venture into a task in order to fail. All human
effort in our walk in life is geared towards
achievement in one way or the other. Within the
years, achievement in Mathematics in secondary
schools in the South West has been observed to be
low compared to other compulsory subjects,
English Language and French. Top Hat (2024),
describes academic achievement as academic
outcomes that indicate the extent to which a
student has achieved their learning goals. Or it is
the extent to which a student or institution has
achieved either short or long term goals, measured
through student’s grade point average or the
institution’s graduation rates. Webster (2024)
views achievement as the act of achieving
something, a result gained by effort, the quantity
and quality of a student’s work.
Chakravarthi
(2020)
views
Mathematical
Achievement as the outcome or performance of
students in mathematics. It is measured using tools
like the Achievement Test in mathematics (ATM)
developed for this purpose. According to Tafuzie
(2023), Mathematic achievement refers to the
level of success in Maths skill. It is influenced by
factors such as self-efficacy, parental support, and
school status but not by ability grouping. Bapes
(2014) views it as the competence of the student in
mathematics at the end of a school year, aimed at
achieving three main competencies: student’s
mathematics competency, display a logical
reasoning and communicate using Mathematical
Language. It is also viewed as the Stude
nt’s
mathematics performance/score/grade; interest
Abstract
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in Mathematics, and so on (OECD-PISA:
Organization of Economic Cooperation and
Development -Program for International Student
Assessment, 2018).
Mathematics is the science and study of quality,
structure, space and change. Mathematicians seek
out patterns, formulate new conjectures, and
establish truth by rigorous deduction from
appropriately chosen axioms and definitions. The
best definition states that mathematics is the
science of structure, order, and relation that has
evolved from elemental practices of counting,
measuring, and describing the shapes of objects
(Tennessee Tech University, 2022). It is also
defined as the science of numbers and how they
are related to each other and to the real world.
Mathematics is as important as language. In fact,
people sometimes describe Mathematics as a kind
of language (Esu, 2015).
The knowledge of Trigonometry, Geometry and
Calculus is fundamental to the study of Physics,
and Engineering, Mathematics Language is crucial
to the study of Economics; statistical Methods
cannot be eluded from Social Science and
management sciences, the use of Logic is important
to the study of philosophy and law too. The use of
sequence and series is fundamental to the study of
music and Fine Art to name but a few. The
aforementioned show that the acquisition of
Mathematical knowledge is not for the sake of
knowledge, but also in its application in other
areas (Sidhu, 2008). The discipline of Mathematics
as a school subject is known as the queen of the
sciences due to the Mathematical tools used in
other subjects. This is also evident in the transfer
of knowledge in Mathematics to the solution of the
problems of other subjects (Sidhu, 2008; Nekang,
2016).
The teaching of Mathematics as a school subject is
very useful, and universal in nature. The subject
inculcates some values like appreciation (in sets)
cooperation (algebra), accuracy (statistics,
geometry, analysis), and logical reasoning
(analysis be it analytical or geometrical) which are
preserved for cultural
advancements in
Mathematics. Hence the purpose and functional
nature of the knowledge of Mathematics justifies
its existence as a discipline worthy of study (Esu,
2015).
In spite of these values enumerated above, many
secondary school students are not achieving well
in Mathematics. This is an age-old problem. There
are many factors that account for this poor
achievement in Mathematics. However, one factor
that has not been paid much attention in research
is psychopedagogic factors.
Psychopedagogy is a comprehensive discipline
that combines psychology and pedagogy to
identify, understand, and address learning and
development difficulties in individuals. Its
interdisciplinary approach makes it a key tool to
promote the educational success of students at all
levels. Its approach focuses on the individual as a
unique being considering their peculiarities,
potentialities, and specific needs. This allows for
the design of personalized interventions that fit
each case, promoting meaningful learning and
favouring school success (El Bueno, 2023). Its
importance lies in its usefulness in the educational
field; evaluation and diagnosis, interdisciplinary
collaboration, psychopedagogical interventions to
individuals of any age is necessary in the treatment
of learning problems that arise in their academic
development and for their functional life (El
Bueno, 2023).
The following are indicators of Psychopedagogy
and their definitions: teaching methods (teaching
methods in Mathematics), teacher’s k
nowledge in
mathematics ( that is, knowledge of subject matter,
content knowledge, curricular knowledge, general
pedagogic knowledge, and pedagogic content
knowledge),
social
representations
of
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Mathematics, self-efficacy, motivation (choice,
effort, persistence, and level of achievement,
rewards, feedback, punishment, and so on) ,
evaluation and others (Geoff, 2004; Tambo, 2003;
Nekang, 2016; Shulman, 1987; Farrant, 2009;
Kweku, Quansah & Nugha, 2020; Gustavo, Valle,
Crisologo & Tirado, 2016 and 2021 & Courtney,
2015). Amongst these factors, teacher’s knowledge
and student’s motivation have attracted much
attention to educators.
Teacher’s knowledge is defined as the ‘pedagogical
knowledge base’ of teachers and includes all the
required cognitive knowledge for creating
effective teaching learning environments (Hill,
Rowan & Ball, 2004 & 2005). University of San
Diego (2024) suggests that there are seven
categories of knowledge bases (core types of
teacher’s knowledge): content knowledge; general
pedagogic knowledge; curriculum knowledge;
pedagogical content knowledge; knowledge of
learners and their characteristics; knowledge of
educational contexts; and knowledge of
educational ends (Shulman, 1987).
Content knowledge refers to the div of
knowledge, facts, theories, principles and ideas,
vocabulary, which teachers must master to be
effective (Cooper & Alvarado, 2006; Bold et al,
2017).Subject Matter in Mathematics or
Mathematical subject matter refers to knowledge
of the discipline’s div of concepts, procedur
es,
and processes of delivering results and warrants
for these processes (Adler &Venkat, 2020). Esu
(2015) defines curriculum content (knowledge) as
the knowledge, skills, values and attitudes that the
curriculum seeks to achieve in learners. The
Flinders University (2014) describes curriculum
content to involve the following, the knowledge
(concepts, ideas, interpretations, applications) that
could enable learners to achieve the intended
outcomes; the generic process knowledge and
skills the student could acquire; the balance of
content; depth/breadth, knowledge/skills and
processes/values. Pedagogic Content knowledge is
the knowledge which integrates the content
knowledge of a specific subject and the
pedagogical knowledge for teaching that particular
subject. Pedagogical knowledge refers to the
specialized knowledge of teachers for creating
effective teaching and learning environments for
all students (Hill, Rowan & Ball, 2005; Baumert et
al., 2010) and others.
Motivation is arousal, selection, direction and
continuation of behaviour (Biehler & Snowman,
2000). Motivation is stimulation for pupils to learn,
for example (a) by rewarding them whenever they
do well, (b) by punishing them whenever they do
badly, (c) success, and so on. Intrinsic motivation is
when someone is internally motivated to learn.
This type of motivation is more sustaining than
would be the extrinsic type which depends on
external forces that are outside the learner
(Tchombe, 2004). To Maslow (1970), motivation is
the drive towards self-actualization. Self-
actualisation needs make actual what one is
potentially. It is the need to realize one’s fullest
potential. Wood, Wood and Boyd (2005) define
motivation as all the processes that initiate, direct
and sustain behaviour. Motives are needs or
desires that energize and direct behaviour towards
a goal. Geoff (2004) defines motivation as the
reasons students would want to learn, such as:
what I am learning is useful to me; the qualification
for which I am studying is useful to me; and so on.
Government policy prescribes the Competency
Based Approach from a situated perspective
(through real life situations) exploited using the
explicit teaching strategy as the main teaching
method recommended. The approach is elaborated
in the New Mathematics Syllabuses of Secondary
Schools in Cameroon (Bapes, 2014). In it, the
outcome or profile/expectation of the learner, at
the end of the first cycle, requires him/her to use
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Mathematical knowledge, skills and values with
confidence to solve real life problems within the
different domains of life, communicate concisely
and unambiguously and develop power of
mathematical
reasoning
(logical
thinking,
accuracy, and spatial awareness). So Mathematics
teachers ought to teach in ways which enables
learners achieves the four skills by the use of all the
knowledge categories for a desired achievement to
be feasible (Bapes, 2014).
Teacher’s quality is thus a prerequisite parameter
for improved Mathematics outcome and this can be
judged from the profile of Mathematics teachers in
the various schools. In secondary schools in
Cameroon, Mathematics is taught by five grades of
teachers, namely: the least Advance Level holders
and/or CAPIEMP/CAPIET (Grade 1 teachers from
Teacher Training Colleges) holders to the highest
M.Ed. (Masters of Education Degree) holders
trained in the faculty of education or/DIPES II
(Diploma of High School Teachers) holders those
from the second cycle of the higher teachers
training college. The type of training received
determines the level of teache
r’s knowledge, and
so on that the teacher demonstrates in the teaching
of Mathematics in the classroom (Felicia, Lasiele &
Henry, 2018). However, those teaching with
Advance Level certificates and degrees with non-
educational courses have only content knowledge
in Mathematics since they are not formally trained
(African Institute of Mathematical Sciences-
Teacher Training Programs, AIMS-TTPs, 2020;
Tchombe, 2011).
They are also expected to motivate learners to
show interest in their Mathematics lessons. The
common observation is that many arts students
are not interested in Mathematics while science
students are. Some reasons that might be
responsible for this are: the nature of the subject
(figures, symbols, formulae) make some students
consider the subject to be difficult, career choice,
poor orientation, indifference, anxiety, peer
influence, negative advice from parents, poor
teaching methods/strategies, and so on, are others.
Teachers in secondary schools are therefore
expected to use appropriate motivational
strategies in order improve Mathematics
achievement to the desired level (Yeh, Cheng, &
Chan, 2019).
AIMS-TTP, MasterCard Programs (2020) points
out that one of the challenges of effective teaching
and learning of Mathematics in secondary schools
is poor performance of learners in the subject seen
as follows: below 50% pass from 2013-2019,
8.34% in 2016 and 9.4% in 2014, 64.04% in 2020
being the highest, 59.08% in 2021and 53.41% in
2023, depicting a falling trend (GCEB, 2013-2023).
The researcher ponders whether this is as result of
the following factors: Teachers do not readily use
the participatory teaching methods such as
questioning, collaborative learning, feedback,
which are key methods for interacting and
engaging with students. According to (Lyonga,
2020) despite the emphasis on the digitalization of
teaching and learning, some Mathematics teachers
still lack ICT skills to both manage and facilitate
i
nstructions. Teacher’s understanding of students
and effective teaching strategies, lack of pre-
requisite knowledge by students, nonchalant
attitude of some students, inability to make
connections
to
real
world
contexts
(Chris,2021),Mathematics teacher shortage in
large schools and the suburbs especially, poor
background, and so on, are other challenges.
The researcher ponders whether if teachers and
learners overcome these challenges and teach
mathematics in accordance with the stipulations of
the official syllabus, it would improve achievement
in the subject in secondary schools. It is in this light
that this study sought to find out the influence of
psycho-
pedagogic
factors
on
students’
Mathematics achievement in secondary schools in
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the South West Region of Cameroon.
Statement of the Problem
Mathematics is important as it provides an
effective way of building mental discipline and
encourages logical reasoning and mental rigour.
Mathematics knowledge plays a crucial role in
understanding the contents of other subjects such
as science, social studies, and even music and art.
It helps humans solve various problems and meet
their needs. It is also used in decision making such
as choosing modes of transportation and planning
vacations. Mathematics is also essential for
understanding and relating mathematical concepts
to real life. Mathematics thus plays a crucial role
across various domains in the modern world, with
notable applications in fields such as business,
finance, science, technology and engineering.
Mathematical skill is used to compute financial
matrices, analyze data for informed decision
making
and
forecast
upcoming
trends.
Mathematics help strengthen reasoning skills and
critical thinking. It helps us think analytically about
the world and reason logically. The same step you
take to understand a problem, identify the known
and unknown and then solve it can be applied to
other areas of your life.
Many students across the South West Region
perform poorly in Mathematics. Many fail in
sequence evaluation and final examinations such
as the GCE Ordinary Level and similar
examinations. Many prefer to have a class for
another subject such as English, Economics,
History and others than Mathematics. Since 2013,
even though there has been a marked
improvement in performance in the subject,
Mathematics remains one of the subjects with the
least performance having a yearly average of
30.8% success rate at the GCE Ordinary Level
when compared to English having 45.69% and
French having 43.73% pass (GCE Board, 2013-
2023).
According to Hannah (2022) several studies have
attributed poor achievement of students to the
deficiency in teaching methods used by teachers.
The possible consequences of a poor background
in Mathematics are a high rate of drop out in the
subject a
t the GCE O’ Level and related
examinations. Others are a high risk of illness,
unemployment and incarcerteration, just like poor
literacy is. Having very little knowledge of
Mathematics means that success and job options
may be limited, which lead to limited income. It
also leads to poor business skills, inability to gain
admissions into science and technological careers
such as engineering, civil aviation, physicians,
computer science, and so on. Phobia and hatred for
Mathematics are related consequences.
One area that may affect secondary school
student’s performance in Mathematics is psycho
-
pedagogic factors. Eba (1985) cited in Nekang
(2016) stated that mathematics has been a threat
to students because of problems associated with
its instruction. Eba r
ightly said, “The main reasons
why so many students hate mathematics and so
many fail in it, is because of poor tuition. In many
cases, teachers teach mathematics in a rather
abstract way because of inadequate preparation,
poor teaching methods and lack instructional
materials”. Thus, the teacher’s knowledge, self
-
efficacy, teaching methods, and student’s
motivations are critical elements in the
achievement of students in Mathematics. This
study aims at investigating “influence of psycho
-
pedagogic factors
on students’ mathematics
achievement in secondary schools”. The findings of
this study and recommendations may go a long
way in improving achievement in mathematics.
Purpose of the Study
To find out the influence of psycho-pedagogic
factors on students’ Ma
thematics achievement in
secondary Schools in the South West Region.
Objectives of the Study
: i) To find out the
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influence of Teacher’s knowledge in mathematics
on students’ achievement and ii)To find out the
influence of students’Motivation on students’
Mathematics achievement in secondary schools in
the south West Region..
Research Questions
Main Research Question
: How do psycho
pedagogic factors influence students’ Mathematics
achievement in Secondary Schools?
Specific Research Questions
: i) How does
T
eacher’s
knowledge
influence
students’
Mathematics achievement in Secondary Schools?
ii) How does student’s Motivation influence
students’ Mathematics achievement in secondary
Schools?
Research Hypotheses
Main Research Hypothesis
: There is no
significant influence of psychopedagogic factors on
Students’ Mathematics achievement in Secondary
Schools.
Specific Research Hypotheses
:-: There is no
significant influence of teacher’s knowledge on
Students’ Mathematics achievement in Secon
dary
Schools.
-
There is no significant influence of students’
motivation on Students’ Mathematics achievement
in Secondary Schools.
Justification of the Study
The main justification of the study is: The
nonchalant attitude and lack of interest in
Mathematics by students is a prime reason for the
study. The low achievement rate in Mathematics
and the need to ensure improvement is a call for
concern.The
absence
of
research
on
psychopedagogic
factors
and
student’s
mathematics achievement in secondary schools is
another obvious reason for this study. The need to
create awareness on teacher’s roles as
psychopedagogues who need to diagnose learners’
difficulties and teach in ways to enable them
overcome their learning problems is imperative.
The need to sensitize teachers on the regular
update of their knowledge and motivational
strategies in Mathematics is primordial.
Significance of the Study
A study of this magnitude is significant to the
following persons: The study may help students,
student teachers and researchers to know the
place of mathematics in the curriculum, a core
subject of all the sciences and useful in everyday
life. It may help teachers and teacher trainers to
understand various strategies on how to improve
their knowledge, diagnose learners’ d
ifficulties,
plan content and motivate students to do
Mathematics. It may enable parents to see the need
of providing Mathematics texts books, coaching,
parental support and other school needs to their
children. It serves as a manual to Ministries of
Education, pedagogic inspectors on how to plan
the curriculum of secondary schools.
Theoretical Framework
: The study is centralized
around the following theories: Theory of Cognitive
Development (Piaget, 1936), Social Constructivism
Theory (Vygotsky, 1968), Social Cognitive
Theory/Social Learning Theory (Bandura, 1997),
Discovery Learning Theory (Bruner, 1961),
Meaningful Learning Theory (Ausubel, 1969) and
others.
METHODOLOGY
Research Design
Kuma (2014) defined research design as the road
map that you decide to follow during your research
journey to find answers to your research questions
as vividly, objectively, accurately and economically
as possible. This study employed a descriptive
cross sectional study design, also known as one-
shot or status study.It made use of both descriptive
and inferential statistics.
Area of Study
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The Area of Study is the South West Region
specifically in 4 of the 6 Divisions of the South West
Region of Cameroon. These include: Fako with
headquarters at Limbe, Ndian headquarters
Mundemba, Meme headquarters Kumba, and
KupeMuanenguba with headquarters Bangem. As
of 2015, the South West Region has an estimated
population of 1,553, 320 inhabitants and
occupying a surface area of 25410 sq.km.
Populations of the Study
The total population of the study consists of
105359 students, that is, 41744 males and 63615
females taught by 12996 teachers (5699 male and
72297 female) of the regular government,
denominational and lay private secondary schools
in the South West Region. The target population for
this study is made of 11851teachers ( 4950 male
and 5901 female ) and 96741students (37475
males and 59226 female) drawn from 248
secondary schools composed of 104 Government,
31 Denominational and 113 lay private secondary
schools in the Four Divisions.The accessible
population for this study is 2941 teachers made of
1473 male 1468 female teachers teaching 39049
students divided into 14471 male and 24578
female students selected from 53 secondary
schools of the type 24 Government, 12
Denominational and 17 Lay Private secondary
schools in the 4 Divisions.
Sample and Sampling Method
The sample of this study comprised of 384
students selectedrandomly from 39049 students
and the 64 Mathematics teachers selected
purposively from 2941 teachers of the 53
Government, Denominational and lay private
secondary schools in the Four Divisions.
Instruments for Data collection
The study used two Likert scale questionnaires.
The first instrument named Mathematics
Achievement Student Opinion Sheet-MASOS with
22 items was addressed to the 384 students and it
measured students’ mathematics achievement in
secondary schools. It was divided in into four
sections- 6 items on Section A- Competency in
Mathematics, 6 items on Section B-Logical
Reasoning; 5 items on Section C- Communication
in Mathematics Language and 6 items Section D-
Performance/grade /Interest in Mathematics.
The Second Instrument was named Mathematics
Teacher Opinion Questionnaire-MATOQ). It was
addressed to the 64 teachers. It was divided into
two parts; Part One comprised of Demographic
Data-gender, age and qualification in Mathematics
occupying the first 3 items. Part two had 5 sections.
Each contained items on the indicators of the
Independent variable; Psychopedagogic Factors;
Section B- 10 items on Te
acher’s Knowledge and
Section E-
9 items on Student’s Motivation. It had a
total of 19 items.
Validity of the Instrument
The instrument was validated by six experts. The
valuators examined the items of the instruments to
ensure that they were clear and in line with the
objectives of the study, as well as the
appropriateness of the instruments in terms of the
language used. Their valuable observations and
corrections were used to design the final versions
of the instruments which were used for data
collection for the study.
Reliability of the Instrument
The instruments were trial tested in 5 secondary
schools which were out of the main sample
population. A sample of 15form five students and
10 Mathematics teachers in these secondary
schools in Fako Division was randomly and
purposively selected for this purpose. The
researcher administered 15 instruments of MASOS
to the 15 students while 10 instruments of MATOQ
were administered to the 10 teachers. After the
administration, the internal consistency reliability
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of the instruments was estimated using Cronbach
Alpha method. The estimates of the various
clusters of the instruments were calculated .and
the overall reliability of the instruments gave a
coefficient of internal consistency of α= 0.77 for
MASOS and 0.86 for MATOQ.
Method of Data Analysis
Mean and standard deviations were used to
answer the items of MASOS, the Objectives and the
research questions while t-test was used to test the
formulated hypotheses at p<0.05 level of
significance. The “significance”
influence of
psychopedagogic factors on the students’
achievement in Mathematics was determined by
comparing the t-calculated value to the t-critical
value of 1.960 read at df= 63. The influence was
categorized using mean ratings; 0- 1.5 = low level
of influence; 1.6-2.5 = moderate level of influence;
and 2.6- 4.0 = high level of influence. The decision
for opinion was got by comparing the MRS of the
opinion to 2.5. A MRS>2.5 means respondents
Agree to the opinion, otherwise, they disagree.
Presentation of Findings
The presentation of findings was done as follows:
Presentation of Tables of responses on
mathematics achievement students’ opinion
(MASOS), tables of responses on Mathematics
teacher opinion questionnaire (MATOQ) for
teacher’s knowledge and student’s motiv
ation,
verification of hypotheses of the two indicators
including t-tables, Summary of findings of the two
indicators and Mathematics achievement.
Mathematics Achievement Student’s Opinion
Sheet (MASOS)
–
the Dependent Variable.
Tables 1-4 are based on the findings from the
responses of students in the MASOS, the dependent
variable. This was made of four indicators as seen
in the statistics below:
Competency in mathematics
The table below shows responses on the indicator
competency in Mathematics (solve problems in
real life, give accurate judgment, and so on) in
Secondary Schools in South West Region of
Cameroon.
Table 1
Students’ opinion on competency in Mathematics
SN Competency in mathematics
𝑿
̅
S
Decision
1
My Knowledge in Mathematics enables me to
understand diverse problems in real life.
3.05
.86
A
2
Mathematics knowledge enables me draw
definite plans to solve particular problems.
3.08
.83
A
3
With my Mathematics knowledge I have abilities
to provide solutions to all life challenges.
2.52
.94
A
4
Mathematics knowledge enables me to fit
successfully in the job market.
3.33
.80
A
5
6
After studying Mathematics, I can give accurate
judgment to life challenges.
I can relate knowledge to real life situation.
2.52
2.95
.91
.84
A
A
MRS
2.91
.87
A
MRS = Mean response score
x
= Mean score S = Standard deviation
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The table above shows that learners agree to all the
opinions,
indicating
that,
students
have
competency in Mathematics to solve problems in
real life in Secondary Schools in the South West
Region
(
x
=
2.91±.87).
Logical Reasoning in Mathematics.
The table below shows responses on the Logical
Reasoning
in
Mathematics
(Mathematical
Thinking) in Secondary Schools in South West
Region of Cameroon.
Table 2
Students’ opinion on Logical Reasoning in
Mathematics
SN Logical Reasoning in mathematics
𝑿
̅
S
Decision
1
I always present my ideas coherently when
solving Mathematics problems.
2.99
.87
A
2
With the skills gained, I am always curious in
solving mathematics problems.
3.05
.88
A
3
Due Knowledge gained in Mathematics I often
think critically when solving problems.
3.02
.88
A
4
With Mathematics knowledge gained, I can take
initiative when face with challenges.
2.76
.89
A
MRS
2.95
.88
A
MRS = Mean response score
x
= Mean score S = Standard deviation
The table shows that learners agree with all the
opinions the construct, meaning that students have
logical reasoning in Mathematics (Solve problem in
real life) in Secondary Schools in the South West
Region of Cameroon (
x
= 2.95±.88) > 2.5, the
Decision level.
Communication in Mathematical Language
(Maths Fluency)
The table below shows communication in
mathematical language in Secondary Schools in
South West Region of Cameroon.
Table 3
Students’ opini
on on communication in mathematical language
SN Communication in mathematical language
𝑿
̅
S
Decision
1
Mathematics knowledge enables me to be
concise in my speech.
2.45
.77
D
2
With the knowledge gained, I can interpret
concepts and symbols used in mathematics
correctly.
3.20
.93
A
3
During discussion in Mathematics lessons I
participate fully.
2.88
.93
A
4
I always answer questions in Mathematics
correctly.
2.42
.93
.
D
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5
6
Knowledge acquired in mathematics enables me
to explain concepts, symbols, definitions and
facts clearly.
I am fluent in speech when answering questions
in Mathematics.
3.03
2.66
86
.84
A
A
MRS
2.77
.91
A
MRS = Mean response score
x
= Mean score S = Standard deviation
The table shows that learners are in agreement to
all opinions in the construct; meaning that,
communication in mathematical language help
learners to perform well in Secondary Schools in
the South West Region (
x
= 2.77±.91) > 2.5, the
decision level.
Performance/Grade/ interest in Mathematics
The table below shows performance/grade in
Mathematics in Secondary Schools in South West
Region of Cameroon.
Table 4
Students’ opinion on Performance/grade in Mathematics
SN Performance/grade in in mathematics
𝑿
̅
S
Decision
1
Knowledge in Mathematics has enabled me to
always pass in my test.
2.86
.87
A
2
With this Knowledge I will score a good grade at
the Mock /GCE examinations.
3.19
.88
A
3
Mathematics knowledge enables me to answer
questions correctly during mathematics lessons.
3.08
.80
A
4
5
6
With knowledge gained in mathematics I always
excel in calculation games/activities.
My knowledge in Mathematics enables me to
generate more interest in the subject.
Based on the mathematics skills acquired I always
earn awards during contests.
3.00
3.10
2.29
.88
.92
.96
A
A
A
MRS
2.92
.88
A
MRS = Mean response score
x
= Mean score S = Standard deviation
The table shows that learners agree with all the
opinions in the items. By implication, learners
perform and score good grades in Mathematics
when psycho pedagogic factors are applied during
lessons in Secondary Schools in the South West
Region of Cameroon (
x
= 2.92±.88) > 2.5, the
decision level.
Summarily, from the responses and the values of
the x=MRS and SDs of the indicators of the
Mathematics Achievement students’ opinions
sheet (MASOS) above, each MRS > 2.5 and the
calculated average mean respond score which is
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2.885 (AMRS=2.885) is also greater than (> 2.5)
the decision level. Implying, learners agree that
they have the competencies for achievement in
Mathematics after studying Mathematics in
Secondary schools. Conclusively learners have
achievement in Mathematics in secondary schools
in the South West Region of Cameroon.
Objective one: The influence of T
eachers’
knowledge in mathematics on students’
Mathematics achievement in secondary
schools.
The table below shows teacher’s opinions on
Teachers’ knowledge of mathematics in Secondary
Schools in South West Region of Cameroon.
Table 5
Teachers’ opinion on Teachers’ knowledge in Mathematics
SN Teachers’ knowledge in mathematics
𝑿
̅
S
Decision
1
As a Mathematics teacher, I master all the topics
in the mathematics syllabus of my class.
3.20
.80
A
2
Mathematics teachers usually employ knowledge
of instructional theories when facilitating
instruction.
3.22
.74
A
3
As a Mathematics teacher I usually plan my
lessons before teaching.
3.64
.60
A
4
I often adapt my lessons taking into consideration
environmental context.
3.02
.81
A
5
6
7
8
9
10
I often explain concepts fluently when teaching
Mathematics.
I usually employ a variety of instructional
strategies when teaching Mathematics lessons.
I often use knowledge of classroom control to
boost achievement in Mathematics.
I make use of values relevant to the society in
my Mathematics.
As a mathematics teacher I always relate content
to real life when teaching.
I often ensure that I cater for the diversity of
learners when delivering my lessons.
3.41
3.27
3.27
3.16
3.39
3.31
.66
.72
.70
.76
.70
.64
A
A
A
A
A
A
MRS
3.29
.71
A
MRS = Mean response score
x
= Mean score S = Standard deviation
The table shows that Mathematics teaches master
all the topics in the mathematics syllabus, employ
knowledge of instructional theories when
facilitating instruction, usually plan lessons before
teaching, often adapt lessons taking into
consideration environmental context, and explain
concepts fluently when teaching Mathematics.
They usually employ a variety of instructional
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strategies when teaching Mathematics lessons, use
knowledge of classroom control to boost
achievement in Mathematics, make use of values
relevant to the society, always relate content to
real life when teaching, and cater for the diversity
of learners when delivering lessons. Conclusively,
Teachers’ knowledge in mathematics has a high
influence on students’ Mathematics achievement
in Secondary Schools in the South West Region of
Cameroon (
x
= 3.29±.71).
Verification of Hypotheses one
H
02
: There is no significant influence of Teacher’s
knowledge on students’ Mathematics achievement
in secondary Schools in the South West Region of
Cameroon.
Table 6
The influence of teacher’s knowledge on Students’ mathematics achievement
Variable
N
𝑿
̅
S
Std error
Std Er
err.
T
df
Sig. (2-
tailed)
Teachers’
knowledge
64
32.88
4.40
.549
59.839
63
.000
x
= Mean score, t = t-calculated value, df = degree of freedom, Std Error = Standard Error
The one-sample t-test analysis shows that the t
-cal.
value =
59.839 is greater than the t
-crit. value
= 1.960 at
α ˂ .05 level of significance, with degree of freedom
(df) = 63. We therefore reject the null hypothesis
and conclude that there is a significant influence of
teachers’ knowledge on students’ Mathematics
achievement in secondary Schools in the South
West Region of Cameroon.
Objective one: The influence of motivation in
mathematics
on
students’
Mathematics
achievement in secondary schools.
The table below shows teacher’s opinions on
motivation in mathematics in Secondary Schools in
South West Region of Cameroon.
Table 7
Teachers’ opinion on student’s motivation in Mathematics.
SN Motivation in mathematics
𝑿
̅
S
Decision
1
I always reward learners with (marks, gifts, etc.)
so that they can do better.
3.16
.88
A
2
I often use challenging task to encourage students
learn mathematics better
3.11
.67
A
3
I often use positive comments to boost performance
learners.
3.45
.56
A
4
When students are punished their performance
increases.
2.67
.96
A
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5
6
7
8
9
I always give prompt feedback to learner’s
responses.
I sometimes allow students to make a choice in
the task to under-take during mathematics
lessons.
As a Mathematics teacher I am often encourage
learners to make an effort in order to overcome
challenge.
Students who are persistent in solving
challenging problems in Mathematics perform
better at the end.
When learners are encouraged to work hard their
achievement level increases subsequently.
2.67
2.67
3.36
3.67
3.70
.69
.85
.60
.54
.52
A
A
A
A
A
MRS
3.15
.70
A
MRS = Mean response score
x
= Mean score S = Standard deviation
The table shows that Teachers reward learners
with marks, gifts, praises, and so on, so that they
can do better, use challenging task to encourage
students learn mathematics better, use positive
comments to boost performance learners.
Teachers give prompt
feedback to learners’
responses and sometimes allow students to make
a choice in the task to under-take during
mathematics lessons. Mathematics teachers often
encourage learners to make an effort in order to
overcome challenge. Students who are persistent
in solving challenging problems in Mathematics
perform better at the end. When learners are
encouraged to work hard their achievement level
increases subsequently. To conclude, motivation in
mathematics has a high influence on students’
Mathematics achievement in Secondary Schools in
the South West Region of Cameroon (
x
=
3.15±.70).
Verification of Hypotheses two
H
02
: There is no significant influence of student’s
motivation in mathematics on students’
Mathematics achievement in secondary schools in
the South West Region of Cameroon.
Table 8
The influence of student’s motivation on mathematics
achievement.
Variable
N
𝑿
̅
S
Std error
Std Er
err.
T
df
Sig. (2-
tailed)
Motivation
64
28.375
3.13
.391
72.536
63
.000
x
= Mean score t = t-calculated value df = degree of freedom Std Error = Standard Error
The one-sample t-test analysis shows that the t
-cal.
value =
72.536 is greater than then the t
-crit. value
=
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1.960 at α ˂ .05 level of significance, with degree of
freedom (df) = 63. We therefore reject the null
hypothesis and conclude that there is a significant
influence of motivation in mathematics on
students’ Mathematics achievement in secondary
Schools in the South West Region of Cameroon.
Table 9
Summary of Findings
The table below presents the summary of findings for the study.
Summary of Findings
S/N
Research Questions
x
and s –values
Conclusion
1
What is the influence of
Teachers’ knowledge in
mathematics on students’
Mathematics achievement in
secondary schools?
x
=
3.29±.71
t
-cal. value =
59.839
Teachers’ knowledge in mathematics has
a high influence on students’
Mathematics achievement in Secondary
Schools in the South West Region of
Cameroon.
There is a significant influence of
teachers’ knowledge on students’
Mathematics achievement in secondary
Schools in the South West Region of
Cameroon.
2
What is the influence of
motivation on students’
Mathematics achievement in
secondary schools?
x
=
3.15±.70
t
-cal. value =
72.536
Motivation in mathematics has high
influence on students’ Mathematics
achievement in Secondary Schools in the
South West Region of Cameroon.
There is a significant influence of
motivation in mathematics on students’
Mathematics achievement in secondary
Schools in the South West Region of
Cameroon.
Mathematics Achievement Students’ Opinion (MASOS)
Competency in
Mathematics
x
=
2.91±.87
Students have competency in
Mathematics to solve problem in real life
in Secondary Schools in the South West
Region of Cameroon.
Logical Reasoning in
Mathematics
x
=
2.95±.88
Students have logical reasoning in
Mathematics (Solve problem in real life)
in Secondary Schools in the South West
Region of Cameroon.
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Communication in
Mathematical Language
x
=
2.77±.91
Communication in mathematical
language helps learners to perform well
in Secondary Schools in the South West
Region of Cameroon.
Performance/grade in
Mathematics
x
=
2.92±.88
Learners perform and score good grades
grade in Mathematics when psycho
pedagogic factors are applied during
lessons in Secondary Schools in the
South West Region of Cameroon.
DISCUSSIONS
This section of the study compared findings got
from the work to previous studies. For the purpose
of convenience, the discussions are based on the
two hypotheses presented in the study as seen
below
H
01
: There is no significant influence of
teacher’s knowledge on students’ Mathema
tics
achievement in secondary Schools in the South
West Region of Cameroon
Findings reveal that there is a significant influence
of teacher’s knowledge on students’ Mathematics
achievement in secondary Schools in the South
West Region of Cameroon (table 6 & 9). This means
that the level of content knowledge that a teacher
has in Mathematics can influence students'
Mathematics achievement in secondary schools in
the South West Region of Cameroon (table 5). This
is in line with opinions of teachers where they
agreed that content knowledge, curricular
knowledge,
general pedagogic knowledge,
pedagogic content knowledge and others are used
for facilitating mathematics instructions in
secondary schools and has a high influence on
Mathematics achievement.
Khan (2012) agrees that content influences
Mathematics achievement in teacher training
colleges in Shashinshan Pakistan. In the study
students agreed that Content of mathematics
enabled them to understand the content of school
mathematics, provided students with a strong base
foundation and to relate Mathematics to the daily
life examples. NMAP (2008) confirms that students
whose teachers had taken more mathematics
courses performed better on achievement tests
than their peers whose teachers had taken fewer of
such courses and that courses that addressed
teaching methods showed an even stronger
benefit.
Floden and Meniketti (2005) summarized the
findings of this and other research on the effects of
undergraduate
coursework
on
teachers’
knowledge and maintain the proposition that
prospective mathematics teachers should study
mathematics learning and teaching methods.
Garet, et al. (2016) also agrees that content
knowledge had a positive impact on fourth-grade
teachers’ knowledge and some aspects of
instructional practice but it did not, however, have
a positive impact on student achievement. Norris,
Hiebert and Spitzer (2009), argue that pre-service
teachers are likely to experience challenges as they
unpack lesson-level mathematical learning goals
(identify the sub concepts and the sub skills that
fees into target learning goals), a form of special
mathematical knowledge for teaching, an essential
starting point for studying and improving ones
teaching.
Felicia, Lasiele and Henry (2018) in another study
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whose purpose was to find out whether teachers’
Knowledge Indices serve as Predictors of
Secondary
School
Students’
Academic
Achievement in Nigeria, showed that teachers with
B.Sc. demonstrated the deepest Depth of Subject
Content Knowledge, Depth of Pedagogical
Knowledge and Depth of Subject Content and
Professional Knowledge pedagogical and that
subject content knowledge of teachers were found
to be significant predictors of Students’ Academic
Achievement. Kweku, Quansah and Nugha (2020)
agree that Mathematics achievement in senior high
schools (SHS) in Ghana is not encouraging and this
has become a concern for major stakeholders. The
study showed that teacher’s knowledge and
teaching experience significantly influenced
s
tudents’ mathematics achievement and that PCK
had a significant indirect effect on students’
mathematics achievement through teachers’ SMK.
Piaget (1936) and Vygotsky (1968) agree with the
findings and maintain that children learn by
constructing knowledge either individually by
forming schemes (accommodation) or socially
through guidance or support (scaffolding) from a
mentor or coach. When children gain knowledge it
boosts their interest and understanding and their
achievement improves subsequently. Thus,
Vygotsky and Piaget share the same views with of
Khan (2012), Garet, et al. (2016), Felicia, Lasiele
and Henry (2018) and others who maintain that
teacher’s knowledge in Mathematics enhances
students Mathematics achievement in secondary
schools in the South West region as shown in the
literature review and the findings.
H
02
: There is no significant influence of
Motivation
on
Students’
Mathematics
achievement in secondary Schools in the South
West Region of Cameroon.
Findings proof that there is a significant influence
of motivation in mathematics on students’
Mathematics achievement in secondary Schools in
the South West Region of Cameroon. It means
respondents agree with the opinions that, the use
of motivation strategies such as reward, feedback,
positive comments, challenge, achievement level,
effort, choice, persistence, in the classroom enables
students to achieve highly Mathematics in
secondary schools in the south west region of
Cameroon (table 7).
Jaen and Baccay (2016) agreed that, in terms of
curiosity, they felt that they have the ability to seek
out opportunities to challenge themselves and
grow as a person resulting in higher motivation
and higher effect on mathematical performance.
Motivation directly affected the respondents’
perception about performance while attitude
contributed a lot to performance in mathematics.
Also motivation is a significant predictor of
mathematics performance. Aminu, Yusuf, and
Adedayo (2019) confirmed that there was
significant main influence of motivation on
partici
pants’ academic performance; while there
was no significant main influence of gender on
participants` mathematics performance. Aida and
Wan (2009) in a study showed that, overall,
students’ motivations was found to be high and
majority of the respondents were in the high level
for effort but were only moderate for self- efficacy.
Yeh, Cheng and Chan (2019) in an article on
‘Enhancing achievement and interest in
Mathematics through maths Island in Taiwan
found out that there is an increase in students’
mathematics achievement, especially in the
calculation and word problems and that both the
low achieving students and the high-achieving
students in the experimental school maintained a
rather high level of interest in mathematics and in
the system with the use of Maths Island.
The social constructivism theory of Vygotsky
(1968) supports the findings and maintains that as
learners are scaffold to go through the ZPD it
boosts their interest and this enhances
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Mathematics achievement. Bruner (1961) in his
theory of Discovery also supports the findings in
that, if learners are given regular exposure to
discovery learning they become less dependent
and able to direct themselves as they grow. When
this is done, they are able to carry out challenging
tasks on their own and this enhances their
achievement in Mathematics in secondary schools.
Oladele (1989) adds that discovery learning leads
to a shift from extrinsic to intrinsic rewards and
learning the heuristics of discovery which are all
forms of motivation to the learner. All these further
enhance achievement in the subject in secondary
schools.
CONCLUSION
Looking at the objectives and from the summary of
findings, the conclusion is that:
Teachers’ knowledge in mathematics has a high
influence on students’ Mathematics achievement
in Secondary Schools in the South West Region of
Cameroon. Motivation in mathematics has high
influence on students’ Mathematics achievement
in Secondary Schools in the South West Region of
Cameroon. By implication, psychopedagogic
factors have a high influence on students’
Mathematics achievement in secondary schools in
the South West Region of Cameroon.
Based on the discussion of the findings got from
the verification of the two hypotheses above, the
following conclusion can be drawn:
There is a significant influence of motivation on
students’ mathematics achievement in secondary
schools in Cameroon, (motivation being the
variable with a higher significance). There is a
significant influence of teacher’s knowledge on
students’ mathematics achievement in Secondary
schools, (teacher’s knowledge being high
comparatively). This means, besides using
knowledge of mathematics in the classroom,
motivating students to learn Mathematics is more
important. Therefore, the use of motivational
strategies and all the facets of teacher’s knowledge
will enable learners to have all the competencies in
Mathematics in Secondary Schools of the South
West region of Cameroon. Conclusively, there is a
significant influence of psychopedagogic factors on
students’ Mathematics achievement in Secondary
Schools in the south West Region of Cameroon.
Teachers are strongly advised to use both when
facilitating such instruction in the classroom.
However, other factors such as, parental support,
effective teacher’s support, classroom support,
maths anxiety, teacher-pupil ratio, parental
background, literacy rate, and others also have a
role play.
Recommendations
Based on the objectives of the study, the study
recommended that: mathematics teachers should
regularly update their knowledge, at least once
yearly, in order to keep pace with the exigencies in
content and pedagogy; Government should
organize more of these seminars regularly to equip
teachers with requisite knowledge and skills.
Teachers should intensify the use of both intrinsic
and
extrinsic
motivation
techniques
in
Mathematics classrooms so as to make the learning
of the subject attractive to learners. Government
should provide more of these facilities in schools,
and so on.
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