Peer Groups, Success and Punishment as Correlates and Contributors to Pupils’ Academic Performance in Mathematics in Bamenda II Subdivision, Cameroon

Abstract

The study set out to determine the relative contributions of peer groups, pupils’ success and punishment as motivating factors in mathematics classrooms on pupils’ academic performance in mathematics in Bamenda II Subdivision, Cameroon. Three specific objectives, three research questions and three hypotheses guided the study. The study adopted the descriptive survey and correlational research designs. One hundred and fifty (150) primary three pupils from two functional public primary schools in Bamenda II Subdivision constituted the population of the study. Using the Krejcie and Morgan table, and employing the stratified proportionate sampling technique, 108 pupils were selected to form the sample of the study. Data was collected using a questionnaire. The questionnaire was validated by experts and its reliability of 0.82 assured using the Cronbach Alpha. The data was analyzed using Pearson product moment correlation (r), the coefficient of determination (r2) to answer the research questions and the two tailed p-value for correlation to test the hypotheses at 0.05 level of significance. The findings of the study revealed that peer groups, pupils’ success and punishment in mathematics classrooms all contribute significantly to their academic performance in mathematics. It was therefore recommended that punishment should be carefully utilized by the classroom teachers in a bid to keep them focused on the subject both in and out of the classroom. Furthermore, teachers should always use very easy questions either during set induction or during the introduction of new mathematical concepts—questions within the reach of all pupils. This is because perceived success in mathematics by pupils has proven to be a good motivating factor to students’ in the subject. Lastly, group counseling should be done by both the school counselors and the classroom teachers, aimed at encouraging pupils to assist each other academically, especially in mathematics.