Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools

Abstract

The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.

Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols

“…Nonetheless, the transfer of knowledge from mathematics to physics remains necessary (Reddy & Panacharoensawad, 2017;Redish, 2014;Turşucu et al, 2017). The role of teachers in explicitly teaching symbols and mathematics in physics classes involves clarifying how these concepts apply specifically to physics (Badmus & Jita, 2023;Begg & Pierce, 2021). The responsibility of teaching mathematics does not lie solely with mathematics teachers; instead, a wellsequenced syllabus created collaboratively by both mathematics and physics teachers can facilitate the transfer of knowledge from mathematics to physics.…”

“…There have been instances of students boycotting the physics aspect of physical sciences examinations (Kirby & Dempster, 2018). Students who take physical sciences in the FET phase often ignore physics-related questions (Badmus & Jita, 2023;Petrus, 2018). The teaching and learning of physics need to be revisited in order to address barriers to students' interest and learning.…”

“…Previous studies have suggested a correlation between high performance in mathematics and physics, indicating that strong mathematical skills may contribute to success in the field of physical sciences (Makgato, 2007). Alternative perspectives in the literature also highlight the importance of mathematics in physics, particularly in specific areas where the knowledge of mathematics can be transferred and applied Badmus & Jita, 2023;Kuo et al, 2013). Mathematics and mathematical symbols have extensive applications in physics (Arcavi, 2005;Badmus & Jita, 2023;Begg & Pierce, 2021;Taylor, 2005).…”

“…Alternative perspectives in the literature also highlight the importance of mathematics in physics, particularly in specific areas where the knowledge of mathematics can be transferred and applied Badmus & Jita, 2023;Kuo et al, 2013). Mathematics and mathematical symbols have extensive applications in physics (Arcavi, 2005;Badmus & Jita, 2023;Begg & Pierce, 2021;Taylor, 2005). However, the term "mathematising" is often used to emphasise that the application of mathematical knowledge in physics (and other physical Badmus & Jita, 2024 sciences) is not fundamentally different.…”