Predictors of Academic Performance in Mathematics Among Primary School Pupils in Minna Metropolis, Niger State, Nigeria

Abstract

The focused on the determinants of academic performance in mathematics among primary school pupils in Minna Metropolis, Niger State, Nigeria. Mathematics serves as the fundamental bedrock for logical reasoning and scientific literacy, yet performance at the primary level remains a subject of intense concern. Despite its importance, pupils in Minna Metropolis continue to exhibit fluctuating grades in school-based assessments and common entrance examinations. The study was guided by five specific objectives and five null hypotheses. The design for the study was analytical survey and the researcher sampled 120 participants for the data collection through a structured questionnaire. The instrument was subjected to validity and reliability test and Cronbach’s Alpha reliability coefficient of 0.85 was obtained. The data collected were analyzed aided by the Statistical Package for Social Science (SPSS) version 27 to run Simple Regression Analysis. The hypotheses were tested at a 0.05 level of significance. The outcomes of the study suggested that teacher pedagogical approach, student motivation, peer group, and family background significantly predictors the performance of primary school pupils in mathematics. The study concludes that holistic improvement requires synergy between the school and the home. It is recommended that school administrators prioritize teacher training in modern pedagogy and encourage parental involvement in mathematics education.