SOCIAL INTERACTION VARIABLES AS DETERMINANTS OF PUPILS’ACADEMIC ACHIEVEMENT IN MATHEMATICS IN CALABAR MUNICIPALITY OF CROSS RIVER STATE, NIGERIA

Abstract

This study adopted correlational survey design to examine the social interaction variables as determinants of pupils’ academic achievement in Mathematics . It was guided by two research questions and two null hypotheses. A sample of five hundred (500) primary 5 pupils’ was selected from public primary schools using the simple random sampling technique. Two instruments, Social Interaction Variables Questionnaire (SIVQ) and Mathematics Achievement Test (MAT), were used for data collection. The reliability of the questionnaire, established using Cronbach Alpha, was .83 for pupil –pupil interaction and .85 for pupil -teacher interaction while the reliability estimate of the MAT was established through Kuder Richardson formula K-R20 which gave .84. The hypotheses were tested using Simple Linear Regression Analysis at .05 level of significance. The findings of the study revealed that pupil-pupil interaction, pupil-teacher interaction significantly predict pupils’ academic achievement in Mathematics. Based on the findings of this study, it was recommended amongst others that teachers should endeavour to establish cordial relationship with their primary school pupils, encourage good peer relationship, so as to create a friendly interaction between the teacher and pupils during teaching-learning activities and also enhance their academic achievement in Mathematics