• Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

    Author(s):
    Joshua Abah (see profile) , Benjamin Ogbole Abakpa, Abel Okoh Agbo-Egwu
    Date:
    2018
    Subject(s):
    Mathematics, Cognitive science, Psychology, Nigeria, Higher education
    Item Type:
    Article
    Tag(s):
    Mathematics Education, Science Curiosity, Academic performance
    Permanent URL:
    http://dx.doi.org/10.17613/M68C25
    Abstract:
    This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students’ distinctive appetite for consuming science-related media for personal edification. The correlational analysis of science curiosity scores and the students CGPA indicated a weak negative relationship (r = -0.049, p = 0.621), suggesting an interplay of other important factors in the relationship between academic performance and science curiosity. Based on the findings of this study, it was recommended that key stakeholders of mathematics education consider curiosity as a complex ability related to several functions of the mind and that it enhances systematic commitment on the part of the learner, providing enormous foundational benefits that could be reaped in the process of educating students.
    Notes:
    This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    8 months ago
    License:
    All-Rights-Granted
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