STUDENT'S DEMOGRAPHICS AND LEARNING ENVIRONMENT: A CROSSSECTIONAL SURVEY OF THE MATHEMATICS ACHIEVEMENT IN SIBU.

Lau, siew Bey (2008) STUDENT'S DEMOGRAPHICS AND LEARNING ENVIRONMENT: A CROSSSECTIONAL SURVEY OF THE MATHEMATICS ACHIEVEMENT IN SIBU. [Final Year Project Report / IMRAD] (Unpublished)

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Abstract

Enhancing the students' academic achievement is a major concern (?f the school, administrators, educators, parents, students, school systems and the lager community in which the school exist. But focusing exclusively on academics is not necessarily the best way to improve students' academic achievement. Therefore, the purpose of this study was to .find the factors that contributed to the mathematics achievement. It was a cross-sectional survey that done in ten schools all around the Sibu district with 361 students with 191 males and l70.females students with is randomly selected. The participants are range from form one students until form five. The grade that used was their latest mathematics result of the previous result. Questionnaire was used to gather the information about the students on the opinion about their school, classroom and home learning environment. An alpha level of 0.05 was set as the criterion for the level of significance. An independent t-test was used to determine whether the gender affect student mathematics achievement. One-way ANOVA was used to investigate whether races, socio-economic status toward student mathematics achievement. Pearson correlation was use to determine the relationship of the student's learning environment toward mathematics achievement. A multiple regression 'was used to determine the dominant/actors that influence most of the mathematics achievement. No significance was found for the gender. school and home environment toward mathematics achievement. Significance was found on the races, socio-economic status and classroom environment toward mathematics achievement. Classroom environment seen to be the dominant factor that contribute to the student's mathematic achievement. The .finding of this research showed that mathematics achievement is influenced not by the single factor but all this .factor interact with each others to determine the success of failure in learning mathematics. Therefore, the success or failure of the student is not determined by a single factor and educators have to take into consideration of other factor as well in improving the student mathematics achievement.

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