Difficult environment and senior secondary student algebra performance in Emohua Local Government Area

Abstract

This study investigated the effect of learning in a difficult environment on the Algebra performance of students in Emohua Local Government Area (LGA) of Rivers State. The quasi-experimental design was used. A sample of 194 senior secondary class one students participated in the study. Algebraic Problem-Solving Achievement Test (APSAT) and Leaning Mathematics in Difficult Environment Questionnaire (LEMDEQ) were used for data collection. The APSAT is a 25-item multiple-choice questions while LEMDEQ consisted of 40 items used to identify students learning in difficult or normal environments. The reliability of LEMIDEQ and APSAT were respectively 0.82 and 0.74 using Cronbach Alpha and test re-test method respectively. The mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses respectively. The findings revealed among others that there was no significant effect of learning in a difficult environment on the performance of students in mathematics; gender does not significantly influence the achievement of students learning in a difficult environment in mathematics. It was recommended among others that students should be provided with an adequate and conducive environment for effective learning of mathematics.