# International Journal of Scientific & Engineering Research, Volume 4, Issue 5, May ISSN

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4 Iteratioal Joural of Scietific & Egieerig Research, Volume 4, Issue 5, May Further support to this coclusio, it is also provided by a test of sigificace of differece betwee the mea mathematics achievemet scores of the three types of groups of iteret browsig as give i the table 2. The fig 2 shows the mea scores of mathematics achievemet of studets of three groups of iteret browsers. Table 3: Compariso of mathematics achievemet scores amog the three categories of participatio i sport activities (P 1= Never, P 2= Sometimes, P 3= Always) of secodary school studets -Duca s test The statistical method used i testig the major hypothesis was the Duca s post hoc test for the differece betwee the meas of three groups. The sigificat pairs obtaied by comparig each group mea mathematics achievemet score with that of every other group shows that out of three possible paired comparisos oly two showed sigificat differece. Further the table 2 shows that studets of group of 1-2 hours use of iteret have the highest mathematics achievemet scores tha the other two groups, the studets of more tha 2 hour group have higher mathematics achievemet scores tha zero hour studets group. These aalyses do ot cofirm the predictio hypothesized i this study for the preset sample. A relatioship betwee mathematics achievemet scores of studets ad browsig the iteret has bee demostrated by the fidigs. Hece the hypothesis statig that there is o sigificat differece amog the categories of amout of time o iteret browsig ad mathematics achievemet of studets was partially accepted ad partially rejected. Never P 1 (N=23) Sometimes P 2 (N=1199) Always P 3 (N=542) Sigifica t pairs (*) P 1 Vs P 2 P 1 Vs P 3 P 2 Vs P 3 F- value ** ** Sigificat at.1 level The aalysis of variace was employed to fid out the ifluece of sports activities of studets o mathematics achievemet. The total sample were categorized ito three groups i.e. ever, sometimes ad always o the basis of participatios of studets i sport activities. The mea mathematics achievemet scores of ever, sometimes ad always participatio of studets i sports activities were foud to be 39.4, ad 47.9 respectively. Aalysis of variace of the mathematics scores of the three group yielded F value as which is sigificat at.1 level with df 2, 1942 (table 3). This implied that there is sigificat overall differece i the meas of these groups. Hece F test was foud sigificat therefore Duca s post hoc test was applied for further ivestigatios. Fig. 2 Presetatio of mathematics achievemet o the basis of their iteret browsig Whe Duca s post hoc test applied for further ivestigatio, the mea scores, stadard deviatios ad sigificat pairs are give i table 3. The mea scores i mathematics achievemet of the above three defied groups (ever, sometimes & always) are 39.4, ad 47.9 respectively. from the tred it is quite clear that as the participatio i sports activities icreases the achievemet i mathematics also icreases accordigly, whe Duca s post hoc test was applied to compare each mea with every other mea achievemet scores, sigificat differece were obtaied betwee all the three meas with sigificat pairs (P 1 Vs P 2, P 2 Vs P 3, & P 1Vs P 3). Hece the hypothesis statig that there is o sigificat differece amog the categories of participatio i sport activities ad mathematics achievemet of studets is rejected. The graphical presetatio is give i fig. 3.

7 Iteratioal Joural of Scietific & Egieerig Research, Volume 4, Issue 5, May Reyes, L.H. (1984). Affective variables ad mathematics educatio, Elemetary school Joural 84, Williams, P.A. Haertel, E.H., Haertel, G.D., & Walberg, H.J. (1982). The impact of leisure-time televisio o school learig. America Educatioal Research Joural, 19(1), Wilkis, J.L.M., & MA, X (22). Predictig studets growth i mathematical cotet kowledge. Joural of Educatioal Research 95(5),

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