EFFECT OF SCHOOL TYPE ON MIDDLE BASIC PUPILS' ACADEMIC ACHIEVEMENT IN MATHEMATICS WORD PROBLEMS IN OYO SOUTH SENATORIAL DISTRICT

The persistent challenges associated with pupils’ underachievement in Mathematics word problems have been largely attributed to ineffective instructional approaches and variations in learning environments. This study examined the effects of school type on Middle Basic pupils’ academic achievement in Mathematics word problems in Oyo South Senatorial District, Nigeria. One hypothesis was formulated and tested at the 0.05 level of significance. A quasi-experimental design was adopted. The population comprised 142,860 Middle Basic pupils in Oyo South Senatorial District, from which 85 pupils were selected using intact classes from selected public and private schools. A Middle Basic Mathematics Word Problems Achievement Test (MBMWPAT) (KR-20 = 0.79). Data were analyzed using Analysis of Covariance (ANCOVA). There was a significant effect of school type on Middle Basic pupils’ academic achievement in Mathematics word problems (F(1; 82) = 8.820, p < 0.05, partial η² = 0.097). The study concludes that school type significantly enhances pupils’ achievement in Mathematics word problems. It therefore recommends the consideration for school context to maximize learning outcomes