Relationship between Self-Concept and Attitude towards Solving Algebraic Problems among Secondary Schools Students in Sokoto State, Nigeria (Published)
Developing a positive self-concept is one of the most fundamental goal of success in life. This usually has to begin starting from early childhood to school years. This study therefore, investigated the relationship between self-concept and attitude towards solving algebraic problems among secondary school students in Sokoto state, Nigeria. Three research questions and three hypotheses guided the study. The study employed descriptive survey design. A sample of 377 senior secondary two (SSII) students was drawn from the population through proportionate random sampling technique. Two instruments were used in the study: self-concept scale (SCS) and Attitude towards Solving Algebraic Problem Scale (ASAPS). The instrument was content validated by Subject Matter Experts (SME). The reliability coefficients of SCS and ASPS were 0.77 and 0.79 respectively determined through Cronbach alpha technique for internal consistency. The findings of the study revealed that there was a significant relationship between students’ self-concept and their attitude towards solving algebraic problems. Findings also showed that there was no significant difference in male and female students’ attitude towards solving algebraic problems. It was therefore, suggested among others that teachers should give adequate and sufficient attention to developing positive self-concept in students.
Students’ Errors and Misconceptions in Algebra: Exploring the Impact of Remedy Using Diagnostic Conflict and Conventional Teaching Approaches (Published)
This study explored the impact of ‘Diagnostic Conflict Teaching’ and ‘Conventional Teaching’ approaches on the remediation of algebraic errors and misconceptions among second year high school students in the Cape Coast Metropolis of Ghana. A validated algebra diagnostic test covering the fundamental algebra concepts was adopted, adapted, piloted and used to collect data from 114 participants. A quasi-experimental design with a non-equivalent (pre-test, post-test) control-group was employed. Descriptive statistics, bar charts, dependent and independent t-tests were used to analyse students’ pre-test and post-test scores. Though findings of the study showed significant impact with both teaching methods, the Diagnostic Conflict Teaching approach was more effective in addressing students’ algebraic errors and misconceptions than the Conventional approach. Recommendations made underscore the need for curriculum and educational programmes to provide classroom or teaching experiences that have the potential of helping pre-service and in-service mathematics teachers to improve on their knowledge for teaching algebra as well as their pedagogical content knowledge, to better equip them to address students’ misconceptions and errors effectively.
Some Common Misconstructions and Misinterpretations in Basic Algebra: A Case of Students of University for Development Studies and Navrongo Senior High School in Ghana (Published)
This study investigated some common misconstructions and misinterpretations in basic algebra among students of University for Development Studies (UDS) and Navrongo Senior High School (NAVASCO) in Ghana, with a view to exposing the nature and origin of these errors and making suggestions for classroom teaching. The study employed both quantitative and qualitative approach to data collection process, involving the use of pencil-andpaper tests and interviews. The quantitative data involved a pre-tested test for its validity and reliability given to 50 students. Furthermore, interviews were later organised directly for ten students purposefully selected to identify their misconstructions, misinterpretations and reasoning processes. Data analyses were largely done through descriptive statistics and incorporated elements of inferential statistics such as independent t-test. The main conclusions drawn from this study were attributed to lack of conceptual knowledge and basic understanding of algebra.
Concept Map and Target Task Approaches as Method Combination Therapy for Teaching Algebra in Schools (Published)
This paper formulated and discussed a Method Combination Therapy involving concept map and target task approaches to teaching factorisation of quadratic expressions to secondary school students (age 15 to 16). The paper considered the Type A and Type B forms of quadratic expressions making clear distinctions between both. The quadratic expressions having been factorised were applied to finding the solutions to quadratic equations. Sufficient activities were presented for both the teacher and the learners for mastery. The Method Combination Therapy is recommended for wider publication and usage in of teaching algebra in secondary schools.