Keywords
Physics achievement
Gender influence
Predictor analysis
Secondary education
Abstract
This study investigated Physics students’ mathematics ability as a predictor of academic achievement in Physics in Abak Local Government Area, Akwa Ibom State, Nigeria. The study adopted a correlational research design. The sample comprised 222 Senior Secondary II Physics students selected from public secondary schools in the study area. Data were collected using a Mathematics Ability Test (MAT) and a Physics Achievement Test (PAT). The instruments were validated by experts in Physics Education and Measurement and Evaluation, and reliability coefficients were established prior to administration. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson Product-Moment Correlation, and one-way Analysis of Variance (ANOVA) at a 0.05 level of significance. The findings revealed that students possessed a significantly high level of mathematics ability (Mean = 70.09). There was no significant influence of gender on mathematics ability (t = -1.44, p > 0.05). A low but statistically significant positive relationship was found between mathematics ability and academic achievement in Physics (r = 0.178, p < 0.05). However, there was no significant difference in Physics achievement among students with high, medium, and low mathematics ability levels (F = 2.31, p > 0.05). The study concluded that although mathematics ability is significantly related to Physics achievement, it is not a strong predictor of students’ performance in Physics within the study area. It was recommended that other contributing factors to Physics achievement should be explored alongside mathematical competence.
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