Time-on-Task as Correlate of Slow Learners Achievement in Modular Arithmetic in Senior Secondary School Mathematics

Abstract The study investigated the relationship between time-on-task and academic achievement of slow learners in modular arithmetic in senior secondary school mathematics in Orumba South Local Government Area of Anambra State. Two specific purposes and two research questions guided the study. The study adopted a correlational research design. The population of the study was all the 726 senior secondary school one (SS1) students in Orumba South Local Government Area in Anambra State of which 361 are males and 365 are females. The sample size was 127 slow learners made up of 59 males and 68 females. Simple random sampling technique was used in choosing the schools that were used for the study while purposive sampling technique was used in selecting the slow learners. The instruments used for data collection were, Modular arithmetic Time-on-task Rating Scale (MTRS), and Modular Arithmetic Achievement Test (MAAT). A reliability index of 0.891and 0.75 were obtained for MTRS and MAAT respectively. Data collected were analyzed using SPSS version 20 in which Regression Analysis was used in answering all the research questions and Analysis of Variance Regression Analysis was used for testing the formulated hypotheses at 0.05 levels of significance. The findings of the study revealed a significant high positive relationship between time-on-task and slow learners’ academic achievement in modular arithmetic. It was also found that gender has no significant relationship between time-on-task and slow learners’ academic achievement in modular arithmetic in secondary school Mathematics. Based on the findings of the study it was recommended among others that time-on-task teaching strategy should be used in teaching the slow learners because it emphasizes that enough useful time be allotted to learning for students to master a concept well.