Tag Archives: Mathematics

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.

Keywords: Control, Mathematics, Performance, attitude, enhanced collaborative, experimental

Logical Equivalence Failure (Published)

Citation: James H. Hughes (2022) Logical Equivalence Failure, International Journal of Mathematics and Statistics Studies, Vol.10, No.2, pp.1-25

Abstract: As a point of mathematical logic, this paper proves that the contrapositive is not logically equivalent to the conditional, which disproves the “proof by contradiction” that has been used in mathematics for over a hundred years. The paper then provides suggestions for why the “proof by contradiction” may have been derived in error.

Keywords: Conditional, Logic, Mathematics, Venn diagram., contrapositive, proof by contradiction

Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)

Citation: Mark Mishiwo( 2022) Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics, British Journal of Education, Vol.10, Issue 3, pp., 115-125

Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning. The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.

Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning

Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)

Citation: Mark Mishiwo(2022)   Pre-service teachers’ perceptions of college tutors’ use of student-centred approach of teaching and learning mathematics, International Journal of Education, Learning and Development, Vol. 10, No.2, pp.56-66

Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning.The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.

 

Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning

Effect of Brain-Based Strategy on Senior Secondary School Students’ Performance in Mathematics in Ekiti State (Published)

The study examined the effect of brain-based strategy on senior secondary school students’ performance in Mathematics in Ekiti State. The study adopted the quasi-experimental of pre-test, post-test design. The population for the study consisted of all the Senior Secondary School three (S.S.S. II) students in all public Secondary Schools in Ekiti State, Nigeria. The sample consisted of 181 S.S.S. II found in intact classes of the four schools that were selected for the study through multistage sampling procedure. Mathematical Based Performance Test (MBPT) was used to collect the needed data for this study. The instrument consisted of 50 items to examine the performance of students in Mathematics. The experimental procedure for the study was in three stages: the pre-treatment stage (one week), the treatment stage (ten weeks) and the post-treatment stage (one week). The data collected were analysed using descriptive and inferential statistics. It was revealed that brain-based strategy was more effective and reliable than the conventional method. It was recommended among others that brain-based strategy should be adopted as a means of instruction during Mathematics class. This will enable Mathematics teachers to pay more attention to individual students in teaching-learning process.

Keywords: Mathematics, Performance, Students, brain-based

Learners’ Attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria (Published)

The study was carried out to examine learners’ attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria. Two research questions were posed and two corresponding hypotheses were equally formulated. The study adopted an ex-post-facto research design. The population of the study consisted of all the 10,818 S.S.2 students in the eight local government areas in Bayelsa State whereas the sample size of the study was 480 obtained through cluster random sampling techniques. Two instruments were used to obtain data for the study which include Mathematics Attitude Inventory (MAI) and Mathematics Achievement Test (MAT). The Mathematics Achievement Test was validated by two senior secondary school teachers while the reliability of the instrument was 0.77 obtained using alternate form reliability method. Other instrument was standardized instrument whose validation and reliability have been established over time. Mean, standard deviation and t-test statistics were used to answer the research questions and test the hypotheses respectively. Findings of the study revealed that there is a significant difference in the academic performance of students with positive and negative attitudes in mathematics in Bayelsa State secondary schools. The study recommended amongst others that Mathematics teachers should develop a very friendly attitudes to students during lesson, this could motivate students who possess low or no interest to mathematics.

Keywords: Achievement, Learners, Mathematics, Students, attitude

The Lexis Praxis of Code-Switching By High School Teachers in Elucidating Multifaceted Problems in Sciences and Mathematics Fijian Classrooms (Published)

This explanatory study has investigated the use of code-switching by high school teachers in elucidating multifaceted problems, who are subject-area specialists in sciences and mathematics Fijian classrooms. The data for this study were obtained from twelve science teachers and twelve mathematics from randomly selected high schools ranging from Ba to Rakiraki corridors, Fiji. English as the second language and Fiji-Hindi as the first language was used for the comparative analysis of data throughout this study. A structured and semi-structured research questionnaire was used as a tool to collate the data needed for this study. The collected data was analysed through a coding system using Gumperz’s semantic model of conversational code-switching. According to the results of the research, sciences and mathematics high school teachers used code-switching as an applied linguistics learning strategical tool towards assisting the learners in acquiring complex problems using natural language verbalisation.

Keywords: Code Switching, Mathematics, Multilingualism, Natural language, bilingualism, sciences

Investigating the Possible Reasons beyond Students’ Low Achievement in Mathematics in the Tawjihi Exam: A Case Study (Published)

Research on students’ achievement has a long tradition. This study examined the possible reasons behind students’ low achievement in Mathematics in the Tawjihi exam. The researchers conducted their study at Al- Ezaria Girls Secondary School, as a case study. The motivation for this study stands beyond understanding the possible reasons behind their low achievement in Mathematics. The population of this study consists of many parties, which are (5) teachers, (1) principle, (3) parents, and (12) Tawjihi students. The selection of the participants was as a focused group (single and multiple). For data collection, semi-structured interviews were adopted as a tool for the study. This study seeks to answer three main questions and different minor questions. It also seeks to understand how teachers, school environment, curriculum, instructional material, the policy of the Ministry of education, and students’ numbers affect students’ achievement. The researchers collected the data and compared each participant’s response with the other to reveal the contradictions between their responses. The study found that there are many reasons for students’ low achievement in Mathematics. The study recommends teachers change their way of teaching, encourage students, and offer continuous suitable feedback on students learning.

Keywords: Mathematics, Tawjihi exam (final secondary exam), instructional material, mathematics teachers, student’s low achievement

Assessment of Emotional Intelligence and Its Relationship with Students’ Achievement in Mathematics (Published)

In Nigeria, the continuous fall in students’ achievement in mathematics has been a major source of concern to policy makers and stakeholders in the nation’s education sector. A lot of measures taken over the years to reduce this trend have not produced the desired results. Some measures taken targeted solely on teachers’, and infrastructural improvement, without taking into consideration the measures to improve the learners’ characteristics for effective learning. Hence, the focus of this study was on the assessment of emotional intelligence and its relationship with students’ achievement in mathematics in Enugu Education zone, Enugu, Nigeria. The research questions and hypotheses used as guide to the study were three and two respectively.. The study adopted a correlation design. The population of the study comprised 4825 Senior Secondary School two (SS2) students in 25 government secondary schools in Enugu Education zone. The study had a sample of 483 SS2 mathematics students from six senior secondary schools in the study area. Multistage sampling consisting of simple random and stratified sampling techniques were used for selection of the schools and the subjects for the study. Youth version of emotional quotient inventory (EQ-i2.0) and a mathematics achievement test (MAT) were used for data collection. Data were analyzed using multiple linear regressions to answer the research questions, and test null hypotheses at 0.05 level of significance. The results revealed that there was a significant positive correlation between the components of emotional intelligence and students’ achievement in mathematics and the components, singly and jointly, contributed significantly to the variation in students’ achievement in mathematics.

Keywords: Achievement, Education, Emotional Intelligence, Mathematics, Students

The Effect of Using Learner-Centered Approach (LCA) on Improving Secondary School Students’ Performance in English Language: A Case Study of Some Secondary Schools in Khartoum Locality (Published)

The study discussed gender parity in mathematics and entrepreneurship education for national development. It focused on: gender parity in mathematics education for national development; gender parity in entrepreneurship education for national development. And concluded that there is wide variation in gender participation in mathematics education in Nigeria. Reviewed studies showed that female participation in mathematics oriented courses is at a very low level compare to the males. Also owing to the present demand of the society, there is increase need for job creators. Although, there is still disparities in female and male involvement in entrepreneurship but females takes the rule entrepreneurship education involvement. The study recommended that institution should design appropriate responses to gender gap that exist in mathematics oriented courses from the primary and beyond, and awareness campaigns on entrepreneurship needs, training programmes, mentoring, coaching and support networks should be provided.

Keywords: Entrepreneurship education, Gender Parity, Mathematics, National Development

Gender Parity In Mathematics And Entreprenuership Education For National Development (Published)

The study discussed gender parity in mathematics and entrepreneurship education for national development. It focused on: gender parity in mathematics education for national development; gender parity in entrepreneurship education for national development. And concluded that there is wide variation in gender participation in mathematics education in Nigeria. Reviewed studies showed that female participation in mathematics oriented courses is at a very low level compare to the males. Also owing to the present demand of the society, there is increase need for job creators. Although, there is still disparities in female and male involvement in entrepreneurship but females takes the rule entrepreneurship education involvement. The study recommended that institution should design appropriate responses to gender gap that exist in mathematics oriented courses from the primary and beyond, and awareness campaigns on entrepreneurship needs, training programmes, mentoring, coaching and support networks should be provided.

 

Keywords: Entrepreneurship education, Gender Parity, Mathematics, National Development

Achievement Motivation as a Predictor of Academic Achievement of Senior Secondary School Student in Mathematics (Published)

This study examined the achievement motivation as predictor of academic achievement among Senior Secondary School II students in Edo State The study sample consisted of 698 students who were randomly sampled from the population of 27,937 students in pubic secondary school II students in Edo Sate. The sample size of this study is 2.5% of the entire population of 27,937 which is 698. The sample was drawn from the population using the multi-stage sampling technique. This involves selection of sample in stages. There are eighteen Local Government Areas in Edo State, divided into three (3) senatorial  districts – Edo North (5 local Government Areas); Edo Central (6 Local Government Areas); Edo South (7 Local Government Areas).  Both the independent and dependent variables were measured with relevant standardized instruments.  To guide the study, three (3) research questions and a null hypothesis was raised.  Data collected were analyzed using Pearson r correlation coefficient and Stepwise multiple regression statistical techniques. The results showed that achievement motivation predicted students’ academic achievement in mathematic. On the basis of the findings, it was recommended that achievement motivation should be enhanced using appropriate counseling strategies.

Keywords: Achievement, Mathematics, Motivation, Student, senior secondary

Formative Assessment Practices, Attitude and Learning Outcome of Students in Mathematics in Selected Secondary Schools in South-South Nigeria (Published)

The study was conducted to examine the effect of formative assessment practices, and attitude on learning outcome of students in Mathematics in selected secondary schools in south-south Nigeria. Three research questions and hypotheses were formulated to guide the study. The quasi-experimental design was used in the study with a population of all Senor Secondary school three (SS3) students in Mathematics in selected public secondary schools in south-south (Cross River, Rivers and Akwa Ibom States) of Nigeria numbering 21,657. The sample of the study consisted of 541 (2.5%), SS3 students in Mathematics. The proportionate stratified random sampling technique was employed in the study. The instruments for data collection are; the Formative Assessment Practice Questionnaire (FAPQ), Attitude Scale (AS) and Learning Outcome Test in Mathematics (LOTM) which were validated by experts in Mathematics and Measurement and Evaluation. Internal consistency was established with split half reliability method and the index ranged from .78 to .92 respectively.  The stated hypotheses formulated for the study were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA).  Findings from the study revealed that there is a significant effect of formative assessment, attitude and gender on learning outcome of students in Mathematics.

Keywords: Formative assessment, Learning Outcome, Mathematics, Practices, South-south Nigeria., attitude

The Impact of Social Networking on Academic Performance in Mathematics in Selected Secondary Schools in Edo State (Published)

This study was aimed at investigating the impact of social networking on the academic performance of secondary school students in mathematics using selected secondary schools in Edo State. The study was necessitated by the relative new culture of communication and connecting with friends via the internet in this part of the world. The work also seeks to find out what motivate students to study mathematics. The study adopted descriptive research design; simple random sampling procedure was used to select ten public and private secondary schools out of the lot in the area. The research instrument used for data collection was questionnaire. The data obtained from respondents were analyzed using simple percentage and the results were briefly discussed. The findings revealed that students disposition towards their teacher (mathematics teacher in this case) and their intended career can motivate them to study mathematics; students have access to phones, computers and other communication devices and the internet. Majority of the respondents indicate that social networking do not have negative effect on their study habits. It was recommended that students should be enlightened on the academic advantage in social networks and guided to avoid been distracted from their studies.

Keywords: : Academic Performance, Mathematics, Nigeria, Social Networking

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables

Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Published)

The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching    and learning of   Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.

Keywords: Information and Communication Technology, Mathematics, Teaching and Learning

Gender Differences in Performance in Mathematics among Pre-Service Teachers in the Brong-Ahafo Region of Ghana (Published)

The purpose of this study was to find out gender differences in performance in mathematics among Pre-service Teachers in the Brong-Ahafo Region of Ghana. A sample of one hundred pre-service teachers drawn by convenience sampling from the public College of Education was used for the study. The one hundred pre-service teachers which consist of fifty males and fifty females were conveniently selected from the second year form. The design for the study was a descriptive survey and for their performance in mathematics, pre-service teachers’ actual examination scores were collected from the public College of Education and were analysed using the t-test in SPSS. The test was done on performance of pre-service teachers. Based on the findings of this study, there was a significant difference in their performance. Finally, it was also recommended that administrators and mathematics tutors in the public College of Education in the Brong-Ahafo Region should adopt strategies that suggest to pre-service teachers that they have what it takes to go through their studies successfully, and should focus their attention on how to reduce skills disparities among pre-service teachers.

Keywords: Brong-Ahafo, Ghana, Mathematics, Performance; College of Education

Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Review Completed - Accepted)

The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching    and learning of   Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.

Keywords: Information and Communication Technology, Mathematics, Teaching and Learning

High School Students’ Attitudes towards the Study of Mathematics and their Perceived Teachers’ Teaching Practices (Published)

The study employed a survey to explore 210 high school students’ attitudes towards the study of mathematics and their perceptions on their teachers’ teaching practices. The sample was made up of 102 males and 108 females who were randomly selected from four high schools in the Cape Coast Metropolis of the Central Region of Ghana. The data were analysed using descriptive statistics, correlation and regression analyses. The findings showed high perceived attitudes reported in the students’ interest in doing mathematics, usefulness of mathematics, and confidence in doing mathematics; it was unclear whether students perceived mathematics as a male dominated subject or not. With regards to teachers’ teaching practices, all the 3 subscales: use of student- centered approach, classroom management skills and communication skills studied, were reported to be important in influencing students learning of mathematics. However, communication skills adopted by teachers in teaching the subject was perceived as the strongest predictor of high school students’ attitudes followed by teachers’ classroom management skills. The study concludes that to ensure positive attitudes of students towards the study of mathematics, effective communication and classroom management skills should be integral in mathematics teachers’ instructional practices; they should be important goals of any mathematics teacher preparation programs

Keywords: Attitudes, High School Students, Mathematics, Teachers, Teaching practices

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables