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dc.contributor.authorRobert, Kati
dc.date.accessioned2021-05-17T08:05:58Z
dc.date.available2021-05-17T08:05:58Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/11071/11884
dc.descriptionPaper presented at the 4th Strathmore International Mathematics Conference (SIMC 2017), 19 - 23 June 2017, Strathmore University, Nairobi, Kenya.en_US
dc.description.abstractThis study investigated the relationship between students’ year of study, gender and academic achievement in Linear algebra in a selected university in Kenya. One hundred and one 3rd and 4th year students were sampled for the study. The students were taught the same content by the same lecturer. An achievement test was then administered to them. The relationship between the selected variables and academic achievement in Linear algebra was tested using t-test at 0.05level of significance. The study found that students’ gender was not significantly related to academic achievement in Linear algebra. Students’ year of study was significantly related to academic achievement in Linear algebra. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation.en_US
dc.description.sponsorshipKibabii University, Kenyaen_US
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectGenderen_US
dc.subjectAcademic achievementen_US
dc.subjectYear of studyen_US
dc.titleFactors influencing students’ academic achievement in linear algebraen_US
dc.typeArticleen_US


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  • SIMC 2017 [85]
    4th Strathmore International Mathematics Conference (June 19 – 23, 2017)

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