Quantitative Reasoning Ability as Predictor of Mathematics Achievement Among Primary School Pupils

Abstract

This study investigated Quantitative Reasoning Ability as a predictor of Mathematics achievement and how the relationship between both variables varied by sex in public primary schools in Edo South Senatorial District of Edo State Nigeria. Correlational survey research design was adopted. The study population was 14,947 pupils, while a sample of 375 was selected using the Simple Random and Proportionate Stratified Sampling Techniques. Instruments used for data collection were a 15-item Quantitative Reasoning Ability Test (QRAT) and a 30-item Mathematics Achievement Test (MAT), both were presumed to have been validated by experts in the State Universal Basic Education Board (SUBEB). The reliability of the QRAT and MAT was established through test-retest method, yielding coefficients of 0.96 and .98 respectively. Data analysis was conducted using the mean, standard deviation, linear regression, and correlational statistics at 0.05 alpha level of significance. Findings revealed that pupils' academic achievement in quantitative reasoning and Mathematics were high and Quantitative Reasoning significantly predicted Mathematics achievement. Additionally, there was a significant sex-based difference in the strength of the relationship between academic achievement in quantitative reasoning and Mathematics achievement. It was recommended among others that, educators should emphasize the development of quantitative reasoning skill to enhance Mathematics achievement and attention should be given to addressing the sex difference observed in the relationship.