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DETERMINANTS OF ACADEMIC ACHIEVEMENT IN MATHEMATICS IN PRIMARY SCHOOLS ACASE STUDY OF MUKONO GOMA DIVISION

CHAPTER TWO

LITERTURE REVIEW

2.1 Introduction

This section of the study discusses the study basing on different concepts as analyzed by different authors.

2.2 Theoretical Perspective

This study will be informed by two theories notably Systems Theory and Bandura Theory.

2.2.1 Systems theory

The system theory propounded by Bertalanffy (1920) advanced that human body is made up of organs such as the heart, liver, alimentary canal and other parts that must be considered as a whole if the body is to function efficiently. Dauda, Jambo & Umar, (2016) indicate that poor Achievement in mathematics has been attributed to two broad factors which include; Heredity and environmental factors which can be subdivided into students, home, teachers and school factors , these authors therefore believe hereditary factors have influence in towards a student’s Achievement in mathematics on the contrary Satish (2013) indicates that  the causes of students’ mass failure in mathematics is mainly related to students social economic background and lack of qualified trained mathematics teachers in some schools.

Bertalanffy, (1951) indicates that it is believed that there are different factors which influence Achievement just there is no single factors that affects the systems.  He emphasized that real systems are open to, and interact with their environments, and that they can acquire qualitatively new properties through emergence, resulting in continual evolution. Systems concepts include: system-environment boundary, input, output, process, state, hierarchy, goal-directedness, and information (Johnson, Kast, & Rosenzweig, 1964).

Systems analysis, developed independently of systems theory, it applies systems principles to aid a decision-maker with problems of identifying, reconstructing, optimizing, and controlling a system, while taking into account multiple objectives, constraints and resources. It aims to specify possible courses of action, together with their risks, costs and benefits. Systems theory is closely connected to cybernetics, and also to system dynamics, which models change in a network of coupled variables ((Johnson, Kast, & Rosenzweig, 1964).

This theory assumes that the systems is made of many factors , Mohd, Mahmood & Mohd (2011) assert that  the academic Achievement of students in mathematics cannot be explained by a single factor while Olarewaju (2010) indicates that the teacher training of teachers and students attitudes towards mathematics is key towards explaining the Achievement of pupils in mathematics.

2.2.2 Bandura’s Theory of Learning

The study will use Bandura’s Social Learning Theory. According to social learning theory, behaviors can also be learned through observation and modeling. This theory believes that children learn by observing the actions of others, including parents and peers (Nabavi, 2012).

The social learning theory further indicates that children develop new skills and acquire new information. This theory indicates that children learn differently basing on their environment and surrounding. The environmental or societal aspect of social learning theory says that children learn in a social context. This reinforces the idea that when there is a change in the child’s environment, the child’s behavior may change and ultimately their attitude as stated by McLeod (2011) who further indicates that behaviours is learned from the environment through the process of observational learning.

Lou (2013) opined that Bandura proposed the concept of social cognitive theory. A general contention is that much of the development in human cognition is explained by  the  interplay  of  internal  personal  factors  in  the  form  of cognitive,  affective  and  biological  events;  behavior;  and  environmental  events in addition to that with a heavy emphasis on how the child’s environment affects him and directs his learning.

2.3 Academic Achievement in mathematics

According to Wiseman, (2013) Achievement in mathematics is highly emphasized across nations and developed countries view mathematics Achievement by students in school as very vital for economic development. Mathematics as a subject affects all aspects of human life at different levels. Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social economic development of a nation.

Achievement in mathematics has been viewed by many organizations as essential for the countries to transform into modern, industrial nations it is to this reason that many countries have invested a lot of resources in ensuring that their citizens learn mathematics. According to Maryam Poorghorban, Susan Jabbari & Fatemeh Chamandar, (2018) Citing Gersten, Jordan, & Flojo, (2005) reports that Mathematics is a branch of human knowledge which has received a lot of attention in recent years. Power has been currently gained on the basis of technology, which heavily rests on mathematics. Problems in learning mathematics appear at a very early stage in children, but mostly in elementary school, and then continue up to high school.

According to the National Research Council (2000) as cited in Akey (2006), it indicated that a Students’ attitude towards mathematics influences the efforts they put in understanding and practicing mathematical concepts and skills. Students’ beliefs about their competence and their expectations for success in school have been directly linked to their levels of engagement, as well as to emotional states that promote or interfere with their ability to be academically successful, on the contrary Best, Miller, & Naglieri, (2011) indicates that cognitive involvement is an effective factor in educational progress especially in areas of Achievement in mathematics.

Abiy, (2017) indicates that failure in mathematics by most students is attributed to information processing inefficiency while Ale and Lawal (2010) stated that poor Achievement in mathematics in schools is related to limited investments by the country towards its people.

In another study, depoju, (2011) stated that there are numerous factors as the reasons for poor Achievement of students in school examination, among such factors mentioned include overpopulation of students in classroom, poor content and context of instruction and lack of good text books. Apart from the fact that the mass failure of students in public examination constitutes wastage on investment in education.   Suleiman& Araba, (2019) indicated that poor Achievement in mathematics has been attributed to two broad factors which include: Heredity and environmental factors which can be subdivided into students, home, teachers and school factors.

Satish (2013) indicates that  the causes of students’ mass failure in high schools is mainly related to students social economic background and lack of poor socio-economic background and lack of qualified mathematics teachers. He concluded that there is a general impression that mathematics is difficult by its very nature.

In a study done in USA by Zan, & Di Martino, (2014) indicates that most of the students from poor backgrounds fail mathematics unlike their counter parts from wealthy backgrounds while Etuk, Afangideh & Uya, (2013) also indicates that rural schools in Nigeria perform poorer than their urban counter parts.

According to Olarewaju (2010) Achievement in mathematics in schools has been very poor as most of the students view mathematics as a difficult task that they would rather not concentrate on, However the government of Nigeria made the study of mathematics compulsory both at primary and secondary school level, Olarewaju (2010) further notes that lack of qualified mathematics teachers as one of the factors responsible for students’ dismal Achievement in mathematics in Nigerian senior secondary schools. He further indicated that there is need for well trained teachers in secondary schools so as to enable the students perform well in mathematics. in his research schools with well trained teachers had better Achievement in mathematics that their counterparts.

According to Isabelo & Silao,(2018) indicated that the relationship between attitude and mathematics achievement has not been fully consented by most scholars.  Attitude is one of the most potent factors that relates to achievement. In general, attitudes, beliefs and emotions are the major descriptors of the affective domain in mathematics education.

Gomez-Chacon (2000) found that one of the variables with most influence on mathematics teaching and learning relate to the pupils’ attitude, their perspective on the world of mathematics, and their social identity. To critically understand how attitude in mathematics affects students Achievement in mathematics. Its better to understand attitude; Eagly & Chaiken, 1993; Maio & Haddock, (2010) indicates that there are three components of attitude on and these include; cognitive component, the affective component, and the behavioural component.

Manoah (2011), attitude towards mathematics has been considered an important factor in influencing participation and success in mathematics on the same note Isabelo & Silao,(2018)  further indicated that Achievement in mathematics is as a result of student motivation with the subject. Highly motivated students perform better academically than the lowly motivated students.

Students’ attitudes towards mathematics are closely related to their attitude towards problem-solving in general; negative attitudes need to be overcome, so that students will not suffer from poor problem-solving skills later in life Effandi & Normah (2009), the scholar further indicates that when the students like to solve problems they end up becoming better problem solvers and later on better mathematicians. Olatunde (2010) opined that the process of learning depends not only on family factors but also of students’ personal characteristics that are naturally correlated with family characteristics but have an effect on their own.

Nicolaidou & Philippou (2003) explored the relationship between attitude towards mathematics, self-efficacy beliefs and problem solving and achievement of fifth-grade pupils and found significant relationship between attitude and achievement while Ignacio et al., (2006) analyzed the beliefs, attitudes, and emotional reactions that students experience in the process of learning mathematics.

The aim was to be able to demonstrate that the existence of positive attributes, beliefs, and attitudes about themselves as learners are a source of motivation and expectations of success in dealing with this subject. Basing on the results of his finding, he recommended establishment of projects and programs of prevention and intervention in difficulties of mathematics learning, and of emotional education in this area of knowledge.

Tella (2007) further investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools. The result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Mohd, Mahmood & Mohd (2011) entitled “Factors that Influence students in Mathematics Achievement” revealed that there is significant relationship between the level of patience towards problem-solving and mathematics achievement.

According to Manoah (2011), attitude towards mathematics has been considered an important factor in influencing participation and success in mathematics. In their study “Influence of attitude on Achievement of students in mathematics curriculum.

Some authorities regard attitude towards Mathematics as just a like or dislike for Mathematics, while others extend the meaning to embrace beliefs, ability, and usefulness of Mathematics. For Zan and Martino (2007), attitude towards Mathematics is just a positive or negative emotional disposition towards Mathematics.

Neale (1969), however, defines attitude towards Mathematics as an aggregated measure of a liking or disliking of Mathematics, a tendency to engage in or avoid Mathematical activities, a belief that one is good or bad at Mathematics, and a belief that Mathematics is useful or useless. Similarly, Hart (1989) considers attitude towards Mathematics from multidimensional perspectives and defined an individual’s attitude towards Mathematics as a more complex phenomenon characterized by the emotions that he associates with Mathematics, his beliefs about Mathematics and how he behaves towards Mathematics.

Sean (2013) in his comprehensive study indicates that students from families with high income are having best Achievement than those from low income families. His study took place in United States of America. He posited that the impact of the parents’ income can be shown in the early timing of the students’ learning. He maintained that parents of higher income take their children to school earlier than their lower income counterparts. They can afford to take their children through preschool learning and this have greater impact in their later educational outcomes since it provides them with the required cognitive and social development.

2.3 Nutrition on academic Achievement of students

Bundy, Burbano, Grosh, Gelli, Jukes & Drake, (2009), state that school feeding has an influence on the Achievement in mathematics. School feeding refers to provision of meal to school children. However, the form of school feeding can be classified into two main groups based on their modalities: in-school feeding, where children are feed in school; and take-home rations, where families are given food if their children attend school. In-school feeding can also be divided into two common categories: programs that provide meals and programs that provide high energy biscuits or snacks to elementary school children. World Food Program [WFP] (2016) stated that School Feeding Programs are far more than food-giving. They are investments in the world’s poorest children. The programs are also investments in our common future and global stability. School feeding can bring children into school and out of hunger and this mostly will affect their ability to be able to think especially if there is subject being taught that requires critical thinking.

Neeser, (2012) indicates that 60 million children go to school hungry every day in developing countries. Policy makers, local and international organizations use different interventions to target various groups within a population through social safety nets to address the problem of hunger and malnutrition. Food for Education (FFE) is one of the interventions to tackle such problems (Lawson, 2012).

Brown et al., (2008) indicates that due to poor nutrition children in most developing countries like Ghana are susceptible to illness this affects their Achievement in mathematics since these illness of malnutrition like headaches and stomachaches has an impact on how they attend classes and therefore Achievement in subjects like mathematics automatically becomes poor on the same note Gómez-Pinilla, (2008) further indicates that In contrast, nutritional deficiencies , particularly zinc, B vitamins, Omega-3 fatty acids, and protein) early in life can affect the cognitive development of school aged children (Sorhaindo & Feinstein, 2006). Studies also suggest that diets high in trans and saturated fats can negatively impact the brain, influencing learning and memory and such children find it hard to pass mathematics.

In a study performed in the united states of America by wilder research, (2014) indicates that nutrition affects students’ thinking skills, behavior, and health, all of which impacts student’s ability to pass mathematics. Diets high in trans and saturated fats can negatively impact learning and memory, nutritional deficiencies early in life can affect the cognitive development of school-aged children, and access to nutrition improves students’ cognition, concentration, and energy levels.

Though united states of America is a highly developed country, children also encounter food insecurity, or limited access to food due to an absence of money or resources these children could not perform well in mathematics (Coleman, Nord, & Singh, 2013) on the same view (Second Harvest Heartland, 2013) indicates that  In Minnesota, 10 percent of households are classified as food insecure, while it is estimated that 1 in 6 Minnesota children are at risk of hunger, these students who are hungry are not able to concentrate in academics and therefore cannot perform well in mathematics.

According to Bundy et al., (2009) the most important meal for children to concentrate in class and perform well in key subjects like mathematics is breakfast and mid-morning meals this enables the children to be in class when they are full and therefore, they are able to perform well in class.

WFP, (2013) indicates that feeding children with a balanced diet is essential to enhance better Achievement amongst children in schools. WFP further indicates due to better feeding practices in middle income countries there has been an improved Achievement in mathematics in these countries while most African countries still have very poor feeding program and as a result the level of Achievement in mathematics has been very poor.

Ethiopian school health strategy also emphasizes the importance of good nutrition to fully realize the learning potential of children and to maximize returns on educational investments. Similarly, literatures findings on malnutrition show that nutrition affects a child’s attentiveness, concentration, aptitude and overall Achievement in key subjects like mathematics (MOE, 2012).

2.4 Accommodation on pupil’s Achievement in mathematics

According to Mpango, (2018) that, learners from low socio-economic status families tend to value domestic activities more than schooling. Such children are subjected to child labour and have little time to concentrate in the study of mathematics and more to that mathematics as a subject which requires critical reasoning needs time to concentrate these kinds of children therefore will find it hard to participate in mathematics.

Hugo, (2012) notes that family background of the child is critical towards the academic Achievement of the child in mathematics. He further notes that intelligence only of the child is not enough since the family has a lot of influence on the child. The home is very connected and crucial to the child’s well-being and development in later life. Family is the primary cell of society where the child’s upbringing must begin since his birth, still in cradle (Mapigano, 2018),

Home environment is the most powerful informal learning situation in which the families, especially parents, act as educators. The family represents the first and probably the most influential learning. context where very young children typically acquire language, knowledge, skills, and behavior. This has the potential to shape their readiness for school, attitudes towards learning, and their later academic attainment in key subjects like mathematics (Mapigano, 2018).

Asikhia, (2010) the level of parental pressure on the children is critical towards the Achievement of children in mathematics. When parents put pressure on their children to study hard and excel in mathematics children are encourage to work and pass mathematics, he further notes that Parents should not expect too little or too much from their children. Too much pressure can lead to failure and dislike of mathematics. Critical remarks can encourage lukewarm attitude towards mathematics. They should therefore discuss the progress of their children with the teachers so as to assist the learners in their areas of difficulty (; Attwood, 2014).

Korau (2006) found that perceived parental dominance tend to discourage the children in school learning. He concluded that students with poor parent, therefore they may not be able to afford the cost of some learning facilities and textbooks. Since such parents could not be able to provide for their children’s needs, such children will develop nonchalant attitude to mathematics and other courses. Attwood (2014) in his study on causes of students’ failure in mathematics concluded that parental attitude hindered students’ Achievement in mathematics.

Hill, (2014) states that in Australia the Achievement of children in mathematics is related to the type of housing they stay in those living in public houses and those living in private houses. A child’s home environment has significant effect on learning and school Achievement since it provides foundation for learning.

Zappala & Considine (2012) also confirmed that, poor Achievement in mathematics subject in Brazil also been found to be associated with children living in public housing compared to those in private housing. This may be due to the effects of overcrowding, poor access to resources and a lack of social networks, and in this sense, housing type may also be a measure of neighborhood influence, most of the students that studies in day schools perform poorly in their final examination.

According to Smith (2004), family background influences student Achievement in mathematics, it is identified that students’ cultural backgrounds differ and can affect students’ influences to study mathematics. Furthermore, students from different cultural backgrounds are influenced differently based upon parental experiences, interests in mathematics and cultural views and attitudes of mathematics education. Additionally, Smith’s research indicates that students who are studying higher-level mathematics are influenced differently as compared to students who are studying lower level Mathematics or chose not to study mathematics at all.

One of most stable and consistently observed phenomena (Sirin, 2005) in the field of education is the impact of students’ home background on achievement. Students whose parents have a higher level of education, a more prestigious occupation, or greater income tend to have higher achievement than students whose parents have a lower standing on such socio-economic status indicators.

According to UNESCO (2018), a necessary condition for teachers to teach mathematics was not only to know mathematics but also to be competent in understanding the basic contents, concepts and the associated skills. The teacher must know what it means to do mathematics so as to make students achieve good Achievement. Teachers must consider student’s perceptions and the ideas the student brings into the classroom. It was therefore important that teachers should find what their students already know about the concepts or the principles that are to be introduced.

According to Limb & Fullarton (2010), there was an importance of classroom, teachers and school factors on students’ Achievements in mathematics. Some of the school factors are gender, family cultural resources, language background and attitudes towards mathematics, which have significant negative effect on students’ Achievement.

Limb & Fullarton (2001), in the study made at US and Australia on TIMSS (Trends in International Mathematics and Science Study) they found that students with more family cultural resources such as books at home and those from two parent rather than single parent families tend to have higher achievement levels in mathematics. Students from English speaking families have good Achievements in mathematics than non-English speaking families. In classes where teacher set more homework they have associated with higher levels of Achievement. They supported that grouping practices employed by teachers shape the classroom learning environments and improve students’ Achievement.

2.5 Parents socio-economic status

Martha (2005) indicates that students from high social economic backgrounds are well exposed to scholastic materials, which aid their intelligence. Kyosaba, (2005) further citing Sentamu (2003), Kwesiga (2002) and Portes and Macleod (1996) as cited in Considine and Zappala (2002) all argue that the type of school a child attends influences academic achievement while according to Minnesota measures (2005), a report on higher education Achievement, which was produced by the University of Minnesota, the most reliable predictor of student success in college is the academic preparation of students in high school.

Mudassir and Abubakar (2015) indicates that students from parents with formal occupation perform well than those from parents with informal education. However, the researchers did not give any details on how the time that parents spent in their occupations (whether formal or informal) affects students’ academic Achievement.

Gratz (2006) opined that parents in inferior occupations earn lower incomes and often have to work longer hours to earn more for their families, therefore they are often left with less time to spend with their family members and getting more involved in their children’s educational activities.

Muhammed (2012) conducted a study on the “Impact of parents’ profession on their Children’s learning mathematics in Pakistan.” The results revealed that for learning mathematics parents’ profession has positive correlation on it that varies with respect to their professions. The study only focused on learning of mathematics but this research was focused on the general academic Achievement of secondary school students.

Students’ educational outcome and academic success in mathematics is greatly influenced by the type of school which they attend, the parents of high-income Brackets always tend to send their children to the best schools were their children can perform well without any inconvenience.  The school one attends is the institutional environment that sets the parameters of a students’ learning experience. Depending on the environment, a school can either open or close the doors that lead to academic achievement in mathematics for the students.

Zhang (2012) examined students and their families’ income in China. He studied in their early years (lower primary school children). The study measured students reading skills, verbal interaction, phonological awareness and Achievement in mathematics. The results showed that low income children exhibited lower levels of cognitive-linguistic skills, lower verbal interactions and lower phonological awareness and generally lower academic Achievement than their counterparts from high- and middle-income families. This research however focused on academic Achievement as general while this study will focus only Achievement in mathematics.

Wanyonyi, (2013) indicates that the physical wellbeing of the students has an impact on how they perform in mathematics, when a student is physically and mentally fine their chances of performing well in mathematics is high since they will have the time to perform well.

Achievement of in mathematics of children born into poor families face an educational disadvantage both before they enter school and throughout their education. Some of these challenges beyond the students ability and this therefore makes it hard for them to perform well in mathematics (Willingham, 2012).

According to Azigwe, Awelegiya,  Abotuyure ,Awuni, and Adda, (2013), They indicate that, the socio-economic status (SES) of families contributes to economic, social well-being and the learning of children (Sirin, 2005).

Creemers & Kyriakides, (2006) indicates that academic Achievement of children in mathematics is generally affected by the sex of the child. Most female students have negative attitude towards and mathematics unlike the male counterparts who usually mathematics as a subject for men and Carlson, & Cowen, (2015) asserts that the genetic characteristics of the child like age, and aptitude have differential effects on achievement of children in mathematics on the same note (Eccles & Davis-Kean, (2005) further indicates, parental characteristics  like parental exposure affects the students ability to perform well in mathematics.

2.5 The study gaps

Different authors have explained about Achievement in mathematics in different Dimensions. In a study, Suleiman& Araba, (2019) citing (Adepoju, 2011; Ugwu, 2001) stated that there are numerous factors as the reasons for poor Achievement of students in school examination, among such factors mentioned. Suleiman& Araba, (2019) further citing (Amazigbo, 2010; Edukugho, 2010) stated that poor Achievement in mathematics has been attributed to two broad factors which include: Heredity and environmental factors which can be subdivided into students, home, teachers and school factors.

Despite the contributions of suleiman & Araba indicating that the above factors as the challenges to Achievement in mathematics their study however doesnot conclusively explain the the determinants to Achievement in mathematics. Since in their study they indicate that there are two broad factors that affect the Achievement in mathematics and they specifically indicate that Hereditary and environmental factors affect the Achievement.

More to that Suleiman and Araba, (2019) study used a small sample size of 280. This study will have to use at least a large sample size of more than 350 respondents to be in position to cover a large population and get more information regarding the study.

In journal of “Perceived Causes of Students’ Failure in Mathematics in Kwara State Junior Secondary Schools” Suleiman and Araba, (2019) further did not carry out correlations and chi-square test of the study variables. this therefore leaves a lot of Gap to be carried out in order to improve on the study which this study hopes to add.

Lastly the study carried out by Araba was only quantitative therefore in order to actually discover the factors that cause poor Achievement among the students this study will ensure that both quantitative and qualitative data collections techniques are used to enable the research fully discover how the independent variable affected the dependent variable. This has not been done the scholars of Suleman & Araba, (2018).

Therefore, this study intends to explore the gap that has been left out by these scholars by specifically analyzing the influence determinants on Achievement of mathematics in Goma Division.

In another study by Sorhaindo & Feinstein, (2006) the scholar states that Nutrition also indirectly impacts school Achievement in mathematics. Poor nutrition can leave students’ susceptible to illness or lead to headaches and stomachaches, resulting in school absences while access to nutrition that incorporates protein, carbohydrates, and glucose has been shown to improve students’ cognition, concentration, and energy levels. In this study the scholars state that Poor nutrition has an influence on the Achievement of pupils in mathematics however the scholar carried out the study in Nigeria.

This study analysis therefore has many Gaps which needs to be filled by this study, therefore this study will fill in this Gap by specifically studying the influence of nutrition on the Achievement of mathematics in Goma Division Mukono district.

According to Mpango, (2018) citing Yara (2010) on journal of the teaching, learning resources and academic Achievement in mathematics in secondary schools asserted that, learners from low socio-economic status families tend to value domestic activities more than schooling. Such children are subjected to child labour and have little time for studies. In turn these children are unable to Achievement in school.

Mpango, (2018) specifically discussed about the factors that affect the Achievement in mathematics however the study elaborated many factors but did not specifically explain the influence of social economic status on Achievement in mathematics in primary school in Goma division.    This is because though the scholar discussed about the different ways social-economic status affects Achievement in mathematics he discussed secondary school level and did not explain primary schools and more to that the carried out His study in Tanzania not in Uganda.

Therefore, this study will add on existing literature regarding the influence of social economic status on Achievement in Mathematics. Though Mpango did not specifically carry out research in Mukono and also did not carry out chi-square test on the study variables to help in determining the significance of the study variables.

Obera, Paen, Palumar, Jezrel R, Balbuena, (2018) in their study, “factors affecting students’ achievements and problem-solving Achievement in mathematics”. in their study though their study was similar to this since all of them are about finding out what determines Achievement in mathematics as a dependent variable the scholars did not specifically use focus group discussion to make the results much richer and to gain better understanding of the respondents views while in the group this study will therefore use focus group discussion to specifically be able to understand and gain better insights into the respondents understanding of the dependent variable (Achievement in mathematics.) by using focus group discussion.

The authors of, Azigwe, Awelegiya, Abotuyure ,Awuni, and Adda, (2013), in their book, “The importance of socio-economic status in determining student achievement in mathematics.  The study was only quantitative and did not consider other data analysis aspects like qualitative therefore their study leaves a gap to be filled by this study. This study will therefore be in position to fill in the gap left by this study.

The author Kyosaba (2005) specifically carried out a research on “factors affecting academic Achievement of undergraduate students at Uganda Christian university”.  This is study leaves a lot of Gaps to be filled by this study. this study will specifically carry out a study on the determinants of Achievement in mathematics specifically in Mukono Goma division. since there has not been an available published research on the Determinant of the Achievement in mathematics therefore this study will be able to explore a new field which has not been explored by other scholars.

Conceptual frame work

Conceptual frame work source (Developed by the researcher, 2020)

The literature review reveals that various studies in different parts of the world have attempted to find out how Nutrition, socio-economic status of parents, resource availability and environmental surrounding affect the Achievement of pupils in mathematics. The researchers however have not stated clear whether there are key determinants of Achievement in mathematics in Mukono district. This area of study requires further research in the context of Goma Division , Mukono district.

Katussime, (2018) on her dissertation “effects of parental socio economic status on secondary  students’ Achievement” indicated that;  students from poor families perform poorly compared to those in rich families, students whose parents are educated perform better than those whose parents are uneducated, students whose parents are employed perform better than students whose parents are not employed. These findings by Katusiime, though this study the dependent variable was on academic achievement of students it was not specifically on Achievement of students in mathematics. Therefore, this study intends to fill in this Gap by specifically determining the factors that determine academic Achievement of pupils in mathematics.

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