The Correlation Between Students’ Performance in Mathematics and Physics in Form Six National Examinations 2023 in Selected Schools in Tanzania
DOI:
https://doi.org/10.59645/abr.v16i4.384Keywords:
correlation, mathematics, physics, performance, form sixAbstract
This study investigates the correlation between student performance in Mathematics and Physics in Form Six National Examinations in Tanzania. The research adopts a correlational design using a quantitative approach, focusing on ten advanced public secondary schools, with a sample of 100 students who took both subjects in 2023. Regression analysis assessed the relationship between the subjects, with examination results serving as the primary data source. Grades were coded using a standardized scale (A = 1, B = 2, C = 3, D = 4, E = 5), and the analysis revealed a statistically significant moderate positive correlation (r = 0.717) between Mathematics and Physics performance, suggesting that proficiency in Mathematics contributes to success in Physics. The study’s findings align with previous research, highlighting the importance of mathematical skills in understanding Physics concepts. Given the statistically significant results, the study recommends integrating teaching strategies that reinforce the connection between Mathematics and Physics, continuous teacher professional development, and improved resource allocation to enhance student outcomes. While limitations such as the small sample size and reliance on exam results were noted, the research provides valuable insights for educators and policymakers, suggesting that strengthening mathematical competencies can positively impact Physics performance, with implications for improving academic outcomes in science education in Tanzania.
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