Vol. 4, Issue 12, Part D (2018)

Abstract
This study investigated the effects of temporal proximity of examinations on undergraduate mathematical performance in the department of mathematics and statistics, Ignatius Ajuru University of education. The ex-post facto design was adopted. A sample size of 44 level 300 trainee teachers of the department participated in the study. The 2012/2013 academic session first-semester examination results of the students in six (6) departmental courses were collected. The bar chart, mean, standard deviation, and Pearson Product Moment Correlation were used for data analysis. The findings indicated that the overall achievement of students in the first-semester mathematics courses was low. Massed examination time impacted negatively on student achievement in numerical methods and differential equation. There were positive and significant interrelationships between student performances in the first semester mathematical courses. It was recommended among others that faculty examination committee should ensure that mathematical courses are space-out for student optimal performance in cognitive tasks.