A Machine Learning–Enhanced Qualitative Investigation of Determinants of First-Class Honours Achievement in Mathematics
DOI:
https://doi.org/10.63561/jca.v2i4.1074Keywords:
First-Class Honours, Mathematics Education, Academic Achievement, Qualitative Research, Factors Influencing SuccessAbstract
This qualitative study explores the factors influencing the attainment of first-class honours in mathematics among graduates from the Department of Mathematics at Ignatius Ajuru University of Education in Port Harcourt. Utilizing a purposive sampling technique, five graduates who achieved first-class honours were selected for in-depth interviews. A researcher-designed 20-item interview schedule was employed, with questions organized to address specific research objectives related to motivations, study strategies, significant influences, perceived impacts, and advice for aspiring students. Data collection involved recorded interviews, which were transcribed and analyzed using a thematic analysis approach. Key themes emerged that highlighted the interplay of personal motivation, effective study practices, supportive academic environments, and the impact of achieving first-class honours on future aspirations. Ethical guidelines were strictly adhered to, ensuring confidentiality and informed consent. The findings among others established that graduates expressed a strong internal drive to excel in mathematics, often rooted in a passion for the subject and personal ambition, they employed diverse study strategies, including structured study schedules, active engagement with course materials, and collaborative learning with peers. These strategies facilitated a deeper understanding of complex mathematical concepts, and the presence of mentors and supportive faculty members played a vital role in the academic journeys of the graduates, the graduates highlighted life experiences, such as overcoming personal challenges or participating in extracurricular activities, as influential in shaping their academic identities and resilience, and achieving first-class honours positively influenced participants' perceptions of their capabilities and future career opportunities, enhancing their confidence in pursuing advanced studies or professional roles in mathematics-related fields. Based on these findings, it is recommended that universities should implement structured mentoring programs that connect high-achieving students with faculty members and industry professionals. Such programs can provide guidance, support, and resources, further nurturing students’ intrinsic motivation and helping them develop effective study strategies essential for academic success in mathematics.
References
Adeosun, A. O. (2021). The home influence on literature-in-english students’ critical thinking knowledge, dispositions and skills. Lagos Educational Review, 20(1), 65-96.
Akinlosose, A. (2021, January 27). Why you should graduate as a first-class student. Medium. https://ayomikunwrites.medium.com/why-you-should-graduate-as-a-first-class-student-c071064d217b
Arribathi, A. H., Miftakhu Rosyad, A., Budiarto, M., & Supriyanti, D. (2021). An analysis of student learning anxiety during the covid-19 pandemic: A study in higher education. The Journal of Continuing Higher Education, 69(3), 192–205. https://doi.org/10.1080/07377363.2020.1847971
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC Clearinghouse on Higher Education.
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
Gill, R. (n.d.). Why building confidence can benefit learners and help them to achieve. NCFE. https://www.ncfe.org.uk/all-articles/confidence-benefits-learners/
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The Magazine of Higher Learning, 30(4), 26–35. https://doi.org/10.1080/00091389809602629
Kochito Yesho, T., & Asrat, T. (2024). Factors influencing students’ academic achievement in mathematics: A case of Kaffa Zone Tello Woreda Oda Primary School. Pedagogical Perspective, 3(2), 199–210
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
quora.com/Is-graduating-with-first-class-honours-important-when-looking-for-a-job
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sasidharan, S., & Kareem, J. (2023). Student perceptions and experiences in mathematics classrooms: A thematic analysis. International Journal of Innovation in Science and Mathematics Education, 31(2), 47-59. https://doi.org/10.30722/IJISME.31.02.004
Uzor, M. (2024). How to graduate with a first class degree. After School Africa;Explore Opportunities. https://www.afterschoolafrica.com/49243/how-to-graduate-with-a-first-class-degree/#
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: a systematic review and meta-analysis. Dev. Rev. 57:100912.10.1016/j.dr.2020.100912[DOI] [Google Scholar]
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
