Relationship between Logical Reasoning and Performance in Mathematics and Science among Junior High School Students

Abstract

The study examined the relationship between logical reasoning abilities and performance in mathematics and science among Junior High School students in the Ga South Municipality. The research design employed was a descriptive survey. Through a Multi-stage sampling procedure, data was obtained from a sample size of 370 JHS two (2) students in the Ga South Municipality. Test of Logical Thinking (TOLT) was adapted to measure the students' logical reasoning abilities and adapted tests in mathematics and science were used to measure students' performance. Frequencies, percentages, means, and standard deviations were used to analyze data for the research questions, while Pearson Product Moment Correlation, multiple linear regression and independent samples t-test were used to test the hypotheses. Results revealed that JHS two (2) students in the Ga South Municipality were low in logical reasoning. A significant positive weak relationship between students' logical reasoning and performance in both mathematics and science was established. Also, combinatorial reasoning was the best predictor of performance in both mathematics and science. It was recommended that the school curriculum in mathematics and science at the JHS level should be deliberately designed to train students in logical reasoning.