British Journal of Education (BJE)

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Gender, Feedback with Remediation and Students’ Attitude towards Mathematics

Abstract

The study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics

Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation

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This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License

 

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Email ID: editor.bje@ea-journals.org
Impact Factor: 7.89
Print ISSN: 2054-6351
Online ISSN: 2054-636X
DOI: https://doi.org/10.37745/bje.2013

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