The Predictive Power of Ordinary Level Mathematics Scores on Advanced Level Physics Performance in Some Selected Schools in Mezam Division, North West Region of Cameroon
DOI:
https://doi.org/10.58425/jetm.v4i2.418Keywords:
Ordinary level mathematics, instruction, physics performance, STEM education, curriculum development, CameroonAbstract
Aim: The study aimed to examine whether knowledge of Ordinary Level mathematics serves as a prerequisite for student performance in advanced level physics in some selected schools in the Mezam Division, North West Region of Cameroon.
Methods: A survey research design supported by ex post facto analysis was employed. Data were collected from 240 participants using questionnaires, checklists, and focus group discussions. Descriptive statistics, t-tests, and Pearson correlation were used in the analysis.
Results: Results showed a significant positive relationship between ordinary level mathematics knowledge and advanced level physics performance. Both school records and questionnaire responses confirmed that students with stronger mathematics foundations performed better in physics.
Conclusion: The study concludes that ordinary-level mathematics knowledge is a strong predictor of advanced-level physics performance. Therefore, strengthening mathematics instruction at the Ordinary Level is essential for improving student success in physics.
Recommendation: It is recommended that curriculum developers integrate mathematics more explicitly into physics instruction, and that schools provide remedial mathematics support for students struggling with key concepts such as algebra and trigonometry.
References
Buker, M., Yusuf, A., & Ahmed, S. (2021). A comparative study of the performance of students in mathematics and physics in Kashim Ibrahim College of Education, Maiduguri, Borno State, Nigeria. International Journal of Research in Education, 10(2). https://doi.org/10.1080/09737189.2010.11885303
Burkholder, E., Gabriel, M. G., & Wieman, C. (2021). Importance of math prerequisites for performance in introductory physics. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010108
Cameroon General Certificate of Education Board (CGCE). (2024). Press communiqué releasing results of the 2024 examinations organized by the GCE Board. https://camgceb.org/results-statistics/performance-by-subjects/
Glazer, N. (2011). Challenges with graph interpretation: A review of the literature. Studies in Science Education, 47(2), 183–210. https://doi.org/10.1080/03057267.2011.605307
Hansson, Ö., Juter, K., & Redfors, A. (2023). On mathematics and physics teaching in upper-secondary school. Education Sciences, 13(6), 564. https://doi.org/10.3390/educsci13060564
Kiruki, M. E. M., & Orodho, J. A. (2015). Influence of students and teachers’ attitudes on students’ enrollment in physics in secondary schools in Imenti South Constituency, Meru County, Kenya. IOSR Journal of Humanities and Social Science, 20(4). https://www.scirp.org/journal/jss/?utm_campaign=826331897_133864211692
Mallam, W., Cobbs, G. A., & Wheeler, A. (2022). Examining the use of mathematics-themed children’s books to help pre-service teachers write tasks. Journal of Educational Research and Innovation, 10(1), Article 7. https://digscholarship.unco.edu/jeri/vol10/iss1/7
Mbah, G. E. (2022). Bridging the gender gap in education and science in Cameroon. The Commonwealth Scholarships Evaluation and Monitoring Program. https://cscuk.fcdo.gov.uk/wp-
Ngozi, N., & Akuro, A. A. A. (2014). Trends in the GCE ordinary level mathematics performance of students in the North West Region of Cameroon. Journal of Education and Practice, 5(36). https://www.iiste.org/post-5/jep/
Ooms, W., Werker, C., & Hopp, C. (2018). Moving up the ladder: Heterogeneity influencing academic careers through research orientation, gender, and mentors. Studies in Higher Education, 1–22. https://doi.org/10.1080/03075079.2018.1434617
Pereira, J., Chen, J., Zhou, Y., Xinxin, T., Tamur, M., & Syaharuddin. (2021). The correlation between mathematics and physics achievement of senior high school students. Tarbawi: Jurnal Ilmu Pendidikan, 17(1), 14–26. https://doi.org/10.32939/tarbawi.v17i1.768
Peterman, K., Cranston, K. A., Pryor, M., & Kermish-Allen, R. (2015). Measuring primary students’ graph interpretation skills via a performance assessment: A case study in instrument development. International Journal of Science Education, 37(17), 2787–2808. https://doi.org/10.1080/09500693.2015.1105399
Russo, T., & Roche, A. (2021). Using rich narratives to engage students in worthwhile mathematics: Children’s literature, movies, and short films. Education Sciences, 11(10), 588. https://doi.org/10.3390/educsci11100588
Sirait, J., Hamdani, H., & Mursyd, S. (2019). The relationship between students’ views and performance in solving physics problems. Journal of Physics, 1171(1). https://doi.org/10.1088/1742-6596/1171/1/012008
Wofala, A. O. A., Ogunleye, A., & Adekoya, E. A. (2014). Effect of students’ background knowledge of mathematics on senior secondary school students’ achievement in physics. Chemistry: Bulgarian Journal of Science Education, 23(6). University of Lagos, Nigeria. https://www.researchgate.net/publication/287354936
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nfor Julius Cheny, Nekang Fabian Nfon, Ngufor Samuel Foakweng
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the copyright and grant this journal right of first publication. This license allows other people to freely share and adapt the work but must give appropriate credit, provide a link to the license, and indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.
