The Quest for Better Pedagogical and Boosting Learning Outcomes in Mathematics Education: The Enhanced Collaborative Strategy Paradigm (Published)
The study investigated the effects of enhanced collaborative teaching strategy on senior secondary school students’ learning outcomes in Mathematics in Ekiti State, Nigeria. The research determined the extent to which the application of teaching strategies enhanced better performance in and attitude of students to Mathematics. The study compared the outcomes of the effects of a teaching strategy on students with another set of students that were taught conventionally. The study adopted the quasi-experimental research design of the pre-test, post-test control group design. The population comprised all Senior Secondary Class II students in public secondary schools in Ekiti State. The sample consisted of 117 Senior Secondary School students purposively selected. Two null hypotheses were generated. The instruments used to collect data were Mathematics Performance Test (MPT) and Students’ Attitude Towards Mathematics Questionnaire (SATMQ). Hypotheses were tested at 0.05 level of significance and analysed using Analysis of Covariance (ANCOVA).The results of the study showed that there was significant difference between the pre-test and post-test mean scores of the students in the experimental group, while the pre-test and post-test mean scores of the control group showed less significant difference. It was found that there was significant difference in the post-test of the experimental and control group. The results showed that enhanced collaborative strategy improved students’ performance in Mathematics and changed students’ attitude towards Mathematics. Enhanced collaborative strategy was found to be highly effective in improving students’ behaviour during Mathematics classes. Based on the findings of the study, it was recommended that Mathematics teachers should encourage their students to work collaboratively. Teachers should be encouraged to use enhanced collaborative strategy during classroom interaction.
This study aimed to see how beneficial employing interactive courseware in teaching geometry improved students’ academic performance. The study tested how an interactive computer-based application could affect students’ academic performance in junior high schools(JHS) students through a quasi-experimental design. The study tested four null hypotheses in determining whether there is any statistical significance in performance between the experimental and control groups. Data was collected using a questionnaire and an achievement test. Data analysis was conducted using the paired sampled t-test and descriptive statistics. The findings of the pre-test revealed that there was no significant difference between the two study groups. After the study, a substantial difference between the two study groups was discovered. The study found that using computer-based software to teach Geometry increased students’ performance at the junior high school level. The study recommends that teachers consider integrating computer-based courseware in the learning of mathematics to improve students’ performance.