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Impact of Undergraduate Students’ Mathematics Attainment on their Academic Performance in Computer Science and Engineering (CSE) Courses

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  • Francis Avevor

    (Advanced School of System and Data Studies (ASSDAS), Accra Institute of Technology, Accra, Ghana)

Abstract

This descriptive study is underpinned by, and anchored on, the Transfer of Learning Theory (TLT); and it sought to determine the association between students’ attainments in Mathematics at West African Senior School Certificate Examination (WASSCE) and their undergraduate Mathematics courses. In addition, it sought to establish the correlation between students’ performance in undergraduate Mathematics courses and that of Computer Science and Engineering (CSE) courses. 872 undergraduate students were sampled from three public universities in Ghana using stratified random sampling technique; and data analysis was performed with ANOVA and descriptive statistics. The results revealed a moderate correlation among the students’ attainments in Mathematics at WASSCE, in undergraduate Math courses, and in undergraduate CSE courses. Also, it showed a significant difference in the mean performances of male and female students in all the 3 performance variables/datasets, with the females outperforming the males. Furthermore, this study proffered policy and strategy recommendations for university administrators and academic deans.

Suggested Citation

  • Francis Avevor, 2025. "Impact of Undergraduate Students’ Mathematics Attainment on their Academic Performance in Computer Science and Engineering (CSE) Courses," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(6), pages 1026-1044, June.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:6:p:1026-1044
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