Factors Influencing Students’ Achievement in Mathematics Word Problems: A case of Federal College of Forestry, Ibadan, Nigeria (Published)
This article examined factors which contribute to the mathematics word problem achievement of National Diploma Students’ of Federal College of Forestry. The study was designed specifically to consider the students’ profile (gender, interest in mathematics, attitude towards mathematics and awareness of importance of mathematics to their course of study) as well as their performance in English courses. Data were collected using students’ profile questionnaire, their scores in English courses (GNS 101 and GNS 102) and Mathematics (MTH 111). A correlational analysis showed that the relationship between the respective students’ profile and performance in English courses with achievement in mathematics word problem were significant. Result revealed that all the variables contributed significantly to students’ achievement in mathematics word problem. It is therefore recommended that all these factors should be well treated and made right in order to boast students’ brilliant performance in mathematics word problems in the Colleges.
Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Review Completed - Accepted)
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