PUPILS’ PERCEPTION OF MATHEMATICS AND ITS RELATIONSHIP WITH ACADEMIC PERFORMANCE IN PRIMARY SCHOOLS IN OGUN STATE

Abstract

Mathematics remains a fundamental subject for scientific and technological advancement; however, pupils’ performance in the subject continues to be a concern, particularly at the primary school level. This study investigated pupils’ perceptions of mathematics and examined their relationship with academic performance in primary schools in Ogun State, Nigeria. A descriptive survey design was adopted. A sample of 300 Primary Five pupils aged 9–12 years was selected using a multi-stage sampling procedure. Data were collected using the Pupils’ Perception Questionnaire (PPQ) and Mathematics Performance Test (MPT), with reliability coefficients of 0.82 and 0.72 respectively. Data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and simple linear regression at the .05 level of significance. Findings revealed that pupils generally exhibited negative perceptions toward mathematics, particularly in terms of interest, motivation, and perceived teacher support. However, moderate levels of self-confidence were observed among some pupils. Results further indicated a statistically significant relationship between pupils’ perceptions and academic performance (R = 0.383, R² = 0.146, F(1, 298) = 51.147, p < 0.05). Regression analysis showed that pupils’ perceptions significantly predicted academic performance (β = .383, t = 7.152, p < .05). The study concludes that pupils’ perceptions, conceptualized as a multidimensional affective construct, significantly influence mathematics achievement. It recommends the integration of learner-centered pedagogies and perception-focused interventions to improve engagement and performance.