SCHOOL READINESS AS CORRELATE OF PUPILS’ ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE

Nimat Folashade Abubakar, Dr. Usman Tunde SAADU, Dr. Hafees Tosin SULYMAN

Abstract


The academic performance of pupils’ in numeracy as become a pressing concern in recent time. This study investigated the relationships between school readiness and numeracy performance among primary school pupils in Ilorin South Local Government Area of Kwara State. Using a descriptive survey of correlation type, a representative sample of 418 pupils was selected through proportional sampling from the entire population of primary school pupils in Ilorin South Local Government. Data were collected using well-structured rating scale and academic performance test, providing a comprehensive dataset for analysis. The study employed, percentages, Pearson Product Moment Correlation (PPMC), and independent sample t-tests to analyze the data. The findings revealed high levels of school readiness among pupils, with weighted averages of 3.08 and 3.05, respectively, indicating strong preparedness for the school environment. Numeracy performance was also high, with a mean score of 13.33. However, a notable positive correlation was found between school readiness and numeracy performance (r= -0.030, p < 0.05) suggesting that increases in school readiness slightly increase numeracy performance. Gender differences in academic performance were also examined, revealing that male pupils outperformed female pupils (t = 3.663, p < 0.05). However, no significant differences in academic performance were found based on school type (t = 1.992, p > 0.05), nor were there significant differences in school readiness based on gender or school type. The study concludes that the high levels of school readiness and numeracy performance indicate that the educational practices in Ilorin South are effectively preparing children for school and supporting their continued development. This is consistent with recent research that underscores the critical role of early childhood education programs in laying a strong foundation for future learning. The study recommended consistent readiness programs across different school types to ensure that all pupils have equal opportunities regardless of the type of school they attend.

 

Keywords: School Readiness, Pupils’ Academic Performance, Numeracy

 


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