Core Mathematics as a Predictor of Integrated Science Achievement of Students in the WASSCE Examination

Abstract

The purpose of the study was to determine whether students' achievement in integrated science could be predicted from their achievement in core mathematics. The study employed ex post facto design in which the 2017 West African Senior school Certificate Examination (WASSCE) results of 674 students of Damongo Senior high school comprising 430 males and 244 females was analyzed using the numerical values of their grades. Regression analysis and correlations were run with the students' core mathematics and integrated science grade values. The results showed a significant correlation between students' core mathematics grades and integrated science grades (r = .629, p = .000). Analysis of variance revealed a significant difference between core mathematics achievements and integrated science achievement [F (1, 672) = 440.609, p = .000]. The regression analysis gave a significant model fit (R² = .396, p = .000). This implied that 39.6% of the total variance in integrated science is accounted for by core mathematics. Also, independent samples t-test results revealed significant difference in achievement of males and females in core mathematics and integrated science.