Volume 11, Issue 1. May 2025
Preliminary Pages of Volume 11 Issue 1. May 2025
Roles of Students' Creativity in Learning Mathematics in the 21st Century Classroom
Otubeje, Simon & C. C. Ugwuanyi
Abstract
The study examined the roles of students' creativity in learning Mathematics in the 21st century classroom. The 21st century classroom is digital in nature with technological features capable of inducing creativity in Mathematics. Traditional methods employed by mathematics teachers are devoid of creative thinking which poses serious threat to student's mathematical creativity. Possible ways to entrench creativity in Mathematics were discussed. The vital roles about exploring students' Mathematics creativity were examined. Criteria for improving mathematical creativity were discussed. The study highlighted the pre-conditional affective states of students for mathematical creativity. Teaching approaches that may foster mathematical creativity were examined. The study concluded that Mathematical creativity thinking is a mental process crucial to understanding Mathematics that can be improved and developed by teachers and the students. It was recommended that Mathematics teachers should be encouraged to provide students with technological and creativity based skills in learning Mathematics.
Keywords: Role, Creativity, Mathematics-Learning, Mathematics-classroom
Effect of Two Modes of Peer Tutoring Strategy on Students Motivation to Study Biology in Secondary Schools in Ogoja Education Zone
Akpo, John Unimnia, Asadu Mary Obiageri & Ayeni Vincent
Abstract
This study examined the effect of two modes of peer tutoring strategy on students' motivation to study biology in secondary schools in ogoja education zone. To guide the study, three research questions were posed and three null hypotheses were formulated and tested at 0.05 probability level. Pretest, posttest quasi experimental research design was adopted for the study. The study was carried out in Ogoja Education Zone of Cross River State. The population of the study consisted of 1450 SSII Biology students and a sample size of 78 SSII Biology students was used for the study. This sample was drawn using purposive sampling technique and simple random sampling technique. The instruments used for the study is Biology Motivation Scale (BMS). The instrument was trial tested and a reliability index of .86 was obtained using Cronbach'Alpha Statistics. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The result of the study showed that teaching of biology using class wide peer tutoring proved to be more effective than reciprocal peer tutoring in motivating students to learn biology. The difference was significant. The result of the study showed that the female students had slightly higher motivation in biology than the male students. The difference was not statistically significant. The interaction effect of strategy and gender on the mean motivation scores of students in Biology was not statistically significant. In line with the findings of the study, some recommendations were made among others that seminars and workshops should be organized by the government for teachers on the importance of using class wide peer tutoring instructional strategy. When this is properly done, it will enhance student's motivation to study biology.
Keywords: Peer Tutoring, Strategies, and Students Motivation, Senior Secondary School & Biology
Emotional Intelligence as Predictor of Students' Interest and Academic Achievement in Mathematics in Federal Capital Territory (FCT), Abuja, Nigeria
Umeano Charity Nkeiru & D. N. Ezeh
Abstract
The study investigated how emotional intelligence predicts students' interest and academic achievement in Mathematics. Two research questions and two hypotheses guided the study. The study adopted correlation research design. The area of the study was Abuja Municipal Area Council (AMAC), Abuja. The population of the study consisted of all the 12,542 Senior Secondary School two (SS II) students in 30 public secondary schools in the study area. A sample of 388 students obtained through multistage sampling procedure, took part in the study. Instruments for data collection are Mathematics Emotional Intelligence Questionnaire and Mathematics Interest Scale, and Mathematics Achievement Test. The reliability index of the MEIQ, MIS T determined using Cronbach Alpha analysis are 0.90 and 0.83, while that of the MAT determined using KR20 is 0.89. Collected data were analyzed using linear regression analysis. The findings showed among others that: emotional intelligence predicts students' interest and academic achievement in Mathematics. It was recommended that: teachers should use right instructional strategies to improve students' emotional intelligence so they can excel in Mathematics; and there should be emotional intelligence training for teachers and school administrators to ensure a better grooming of the students on this construct.
Keywords: Academic achievement, Emotional Intelligence, Interest, Mathematics.
Influence of Chemistry Teachers' Educational Qualification and Teaching Experience on Assessment Competency of Senior Secondary School Chemistry Students' Affective Domain
Ogbuabor, Tobias T. Ezeudu, Florence O. and Okeke, Obianuju A.
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The study examined the influence of chemistry teachers' educational qualification and teaching experience on assessment competency of senior secondary school chemistry students' affective domain. The study adopted descriptive survey research design and was guided by three research questions and two null hypotheses. Fifty-seven chemistry teachers in secondary schools managed by PPSMB in Enugu Education Zone were sampled using purposive sampling technique to select 46 chemistry teachers with specific qualifications and experience relevant to the study. A validated questionnaire titled Chemistry Teachers' Competency in Assessment of Affective Domain of Senior Secondary School Chemistry Students which yielded reliability indices of 0.83 with the Cronbach Alpha Statistics through face-to-face data collection method was employed. Research questions were answered using descriptive statistics while ANOVA was used to test the null hypotheses at a 0.05 level of significance. The study revealed that the level of chemistry teachers' competency in assessment of affective domain of chemistry students is low and influenced only by teachers' educational qualifications. The researchers recommended that Chemistry teachers should take proactive steps to enhance their assessment skills.
Keywords: Chemistry Teachers, Assessment, Competency, Affective Domain, Educational Qualification
Effective Teaching and Learning of Mathematics through Constructivism for Employment Creation and National Development
Innocent O. Odo
Abstract
In the past four decades, graduates from Nigerian universities went directly from school into paid employment but now the situation has drastically changed. White collar jobs are fast becoming a thing of the past and the situation appears to have overwhelmed successive governments. However, education can lay a solid foundation for employment creation if necessary inputs are made by way of intervention in instructional strategies. Essentially, mathematics instruction that encourages students to be active and curious to solve problem, is key to employment creation. This study explored constructivism in mathematics education as a means of developing critical thinking skills among students. This paper discussed mathematics and its universality to other areas of life, the theories related to constructivism and how effective teaching and learning mathematics through constructivism could create employment. The way forward was proffered which was on-the-job pedagogical training on the use of constructivist strategies in mathematics education. Taking this step may produce graduates who could create jobs and employment for national development.
Keywords: Mathematics, Education, Constructivist Learning, Pedagogical Training, Employment Creation
Challenges Encountered by Senior Secondary School II Students in Practical Chemistry
Okpalaonwuka Catherine Chibuzo
Abstract
This study examined the challenges encountered by senior secondary school II students in Chemistry practical in Aguata LGA Anambra State. The study was guided with three research questions and their hypotheses. The design of the study was a descriptive survey. A sample of 96 Chemistry students was drawn from a population of 960 senior secondary school II chemistry students in the LGA using multi-staged sampling technique. The instrument for data collection was a 21-item researcher developed questionnaire titled: Students' Challenges in Practical Chemistry Questionnaire (SCPCQ) with four-point rating scale of strongly Agree (SA), Agree (A), Disagree (D), and strongly Disagree (SD). The face validation of the instrument was carried out and reliability of 0.88 coefficients obtained using Cronbach Alpha formula. Data collected were analysed with mean and standard deviation to answer the three research questions and t-test used to test the hypotheses at 0.05 level of significance. The findings revealed among others that some of the students related challenges encountered by students during practical chemistry were stealing materials for practical and lateness for practical classes, while the use of unqualified teachers to conduct practical as well as poor funding and allotment of less periods for practical exercises among others are the teachers and administrative related challenges respectively. Based on the findings, it was recommended that government should provide the needed infrastructures as well as motivate teachers in their remuneration for effective conduct of practical in schools.
Keyword: Challenges, Laboratory, encountered, students, Chemistry practical, Administration
Influence of Demographic Variables on ICT Use by Lecturers in Public Colleges of Education, South-East, Nigeria
NJOKUOCHA, Margaretmary Chizoba and NDUKANMA, Ngozika Agape
Abstract
This study investigated the role of demographic variables as it influences the use of ICT by lecturers in Colleges of Education in South-East, Nigeria. The study was guided by four research questions. The design used for the study was descriptive survey. The population for the study was 120 Computer Education lecturers in six public Colleges of Education in the South East, comprising males and female lecturers who were selected based on total sampling techniques. Structured questionnaire was used to collect information for the study. The reliability of the instruments (0.87) was determined with Cronbach's Alpha. Standard deviation, mean and percentage were used to answer the research questions. The findings of the study showed that the result of the study is an indication that the use of ICT as a tool by computer education lecturers was not consistently dispersed in equal fraction with respect to the demographic variables studied.
ICT, Utilization, Demographic Variable, intervening Factor, Education
Aquifer Delineation and Groundwater Potential Assessment in Ayegbaju Ekiti
Onwuka, O.J and Daramola, C
Abstract
This study investigates aquifer types and distribution in Ayegbaju Ekiti using 2D imaging and vertical electrical sounding (VES) techniques to mitigate overdependence on a single groundwater source. Hydro-geophysical parameters, including aquifer resistivity, thickness, and depth, were identified through 1D models and 2D pseudosections. Resistivity values for the first layer ranged from 162.5 to 191.8 ohm-m with a thickness of 1.1 – 2.0 meters. The second layer showed resistivity of 123.0 – 3988.8 ohm-m and thickness of 1.2–5.2 meters, while the third layer had resistivity of 96.5–9094.5 ohm-m and thickness of 5.3 – 6.9 meters. Basement layers, at depths of 7.5 – 12.5 meters, exhibited high resistivity (>150 ohm-m). The pseudo-section revealed fracture zones, crucial for groundwater accumulation, with resistivity varying from 89 to 874 ohm-m. Despite the area's low water zone classification, VES 2 is promising for groundwater exploration, offering appreciable aquifer thickness and depth.
Keywords: Pseudosections, Aquifer, Hydro-geophysical characterisation, Fracture Zone
Knowledge Towards Sex Education Among Secondary School Biology Students in Ekiti State, Nigeria
Folasade Oluyemisi OLAYINKA & Kamil Abdullah ALIMI
Abstract
This study investigated the knowledge towards sex education among secondary school Biology students in Ekiti State. Two research questions guided the study. The population of the study comprised all the 24,285 biology students in public secondary schools. The researchers used simple random sampling to select one hundred and twenty (120) students made up of (50) males and (70) females biology students who participated as sample which were selected from six (6) senior secondary schools. A total of one hundred and twenty (120) copies of questionnaires were distributed but only one hundred and nineteen (119) were fully completed and returned. The instrument was validated by experts. Pearson Product Moment Correlation Coefficient of 0.85 was obtained, thus showing that the instrument was reliable. A validated questionnaire was used for data collection. Data were analyzed using mean and standard deviation. The study adopted descriptive survey research design. Findings revealed that sex education helps students make informed decision about sex behavior and that unwanted pregnancy is a result of premarital sex. The study also found that any students who talked about sex are not a corrupt child and that sex education is not given enough time and emphasis in school. Based on the findings, it was recommended among others that curriculum planners should include sex education as a subject in secondary education for adolescents.
Keywords: Science, Knowledge, Sex, Sex Education
Students' Application of ChatGPT as an Artificial Intelligence (AI) Package in Biology Learning
Ada Grace Ikoroha & Innocent Ebere Okereke
Abstract
Artificial intelligence (AI) is pervasive and has found application in all fields of human endeavours including education. This study investigated students' application of ChatGPT as an artificial intelligence (AI) package in Biology learning. Guided by four research questions, it was conducted at Ignatius Ajuru University of Education Port Harcourt, Rivers State using descriptive survey research design. It has a population of 477 first-year Biology students and a sample of 217 participants computed using the Slovin formula and drawn utilizing a simple random sampling technique. A structured questionnaire in Likert type titled “ChatGPT as an artificial intelligence package questionnaire (CAIPQ)” was used to gather data. It was face-validated and has an overall reliability of 0.90 ascertained with Cronbach Alpha. Descriptive statistics including frequency, percentage, mean, and standard deviation were used to analyze the data. The findings showed that ChatGPT and Grammarly are the two AI packages that students are most accustomed to utilizing for biology learning, with ChatGPT scoring highest. The results also demonstrated how widely undergraduate biology students use ChatGPT. Two problems that hinder ChatGPT's usefulness for biology learning are its inability to present diagrams and unavailability of network connectivity. Nonetheless, one of the solutions to these problems is the use of personal data. Among other things, it was recommended that students should enter the right prompts in ChatGPT to prevent giving inaccurate responses in Biology learning.
Key words: Artificial Intelligence, Biology, Chat GPT, Learning
Trends and Patterns in Mathematics Education: A Bibliometric Study of Innovative Teaching Strategies in Mathematics Instruction
Ifeoma C. Metu, Chukwuemeka A. Metu, Chika C. Ugwuanyi3, Christopher A. Ocheni, Emmanuel C. Nzeakor, William C. Nwachukwu
Abstract
This study examined the trends and patterns of the innovative teaching strategies in mathematics instruction from a bibliometric perspective. A bibliometric analysis is a systematic approach that helps a researcher understand the global research trends in a specific field. To better understand the current trends, an analysis of the leading countries in innovation, the sources with the highest publications, and keywords with the most occurrences was conducted. The study made use of 295 articles which were extracted from the Scopus database. The year 2020 saw the highest rise in literature on innovative teaching strategies. The study's findings revealed that China is the leading country in terms of innovative teaching strategies in mathematical instruction, followed by Indonesia, Russia, India, and the United States. Applied Mathematics and Nonlinear Sciences emerged as the preeminent journal for innovative teaching strategies, with Education and Information Technologies, Sustainability and Eurasia Journal of Mathematics, Science and Technology Education exhibiting identical metrics. The term "co-occurrence" emphasised the significance of new pedagogical approaches and the importance of technological advancements in mathematics education. English as the only language and Scopus as the only database were highlighted as limitations of the study.
Keywords: Bibliometric Analysis, Innovation, Mathematics Instruction, Teaching Strategy, VOSviewer
Unpacking Data Literacy in Mathematics Education: A Systematic Review of Research Trends and Thematic Developments
N. M. Bhekiswayo, M. Mosia2 & F. O. Egara
Abstract
Data literacy has become an essential skill in the digital era, yet its integration into mathematics education remains fragmented. As data-driven decision-making gains prominence in instructional practices, understanding how teachers engage with data literacy is crucial for enhancing student learning outcomes. This systematic review synthesizes research on data literacy in mathematics education from 2009 to 2024, employing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a transparent and replicable study selection process. Bibliometric analysis was conducted using VOSviewer to map research trends, key themes, and collaborative networks in the field. The findings indicate a growing emphasis on teacher competency in data literacy, with studies highlighting its correlation with effective instructional strategies and improved learner engagement. Additionally, the review reveals that teachers' perceptions and confidence in utilizing data significantly influence their pedagogical approaches. The results also suggest that institutional support, professional development, and leadership play a critical role in fostering a data-literate teaching workforce. Despite an increasing body of research, gaps remain in understanding how data literacy directly impacts long-term student achievement. The study underscores the need to integrate data literacy within broader educational frameworks and policies to enhance mathematics instruction. Future research should further explore contextual challenges, intervention strategies, and the role of technology in strengthening data literacy among educators.
Keywords: Data literacy, mathematics education, systematic review, instructional decision-making, teacher competency, professional development
On Teacher Shortages: A Bibliometric Analysis of the Supply and Demand of Mathematics Teachers from 2019 to 2024
C. Chauke, M. Mosia & F. O. Egara
Abstract
Mathematics is a foundational subject that plays a critical role in economic and technological development. However, many countries face persistent shortage of qualified mathematics teachers, posing challenges to educational systems. This study conducts a bibliometric analysis of research on the supply and demand of mathematics teachers between 2019 and 2024. A total of 102 publications retrieved from Scopus and Web of Science were analysed using RStudio and Biblioshiny to examine research trends, leading contributors, and thematic focuses. The results indicate that research output in this area remains relatively low, with the United States producing the highest number of publications. School of Science and Mathematics emerged as the most prolific journal publishing on this topic. The most frequently occurring keywords in the literature were “Attrition,” “Turnover,” and “Mathematics,” reflecting critical issues related to teacher shortage and retention. The findings highlight the need for sustained efforts to understand and address the global mathematics teacher supply gap. By providing a comprehensive overview of existing research, this study offers valuable insights for policymakers, educators, and researchers aiming to develop evidence-based strategies to improve teacher recruitment, retention, and workforce sustainability in mathematics education.
Keywords: Bibliometric analysis, mathematics education, mathematics teacher shortages, mathematics teacher supply and demand
Assessment of the Benefits and Challenges Facing Teaching Practice in Private Colleges of Education in Ilorin Metropolis, Kwara State
Kamaldeen Olohundare Sulyman, Biliqis Mosunmola Jimoh, Adenike Florence Sijuade & Oluwatosin Adeniran Okusanya
Abstract
This study assessed the benefits and challenges facing teaching practice in private Colleges of Education in Ilorin metropolis, Kwara State. It adopted descriptive research design of survey type. All the 105 full-time lecturers in the four private Colleges of Education in Ilorin metropolis constituted the population of the study. All the four institutions and the 105 permanent lecturers therein were selected purposively. 'Benefits and Challenges Facing Teaching Practice Questionnaire' was utilized for gathering data. Validation of the instrument was done and its reliability test was also carried out, using Cronbach Alpha, yielded a coefficient of 0.78. Research questions were answered while hypotheses were tested using mean and standard deviation and t-test respectively. The findings of the study revealed among others, that TP affords students opportunity to put into practice what they have learnt theoretically in their respective Colleges and gives students the chance to embark on the journey of becoming professional teachers. It also found that the challenges facing TP in private Colleges of Education in Ilorin metropolis included poor attitude of students towards teaching practice, poor compensation of lecturers who assess students and late registration for teaching practice by students due to financial challenge. It concluded that TP affords students opportunity to put into practice what they have learnt theoretically in their respective Colleges. It recommended among others, that lecturers should be highly committed to effective assessment of TP students and endeavour to give them feedback after the exercise, so as to help students understand their areas of strengths and weaknesses.
Key words: Benefits, Challenges, Colleges of Education, Teaching Practice
Effect of YouTube Video-Resources on Interest in Algebra Among Senior Secondary School Mathematics Students in Funtua Educational Zone, Katsina State, Nigeria
Zaharaddeen Aliyu, Yusuf Lawal Sule, Aliyu Jaafar Bello
Abstract
This study examined the effect of YouTube video resources on students' interest in algebra among senior secondary school students in Funtua Educational Zone, Katsina State, Nigeria. A quasi-experimental design with pretest-posttest control group was adopted. The population comprised 10,247 SS2 mathematics students from 22 public schools, from which 174 students were randomly selected from two co-educational schools. Participants were assigned to an experimental group, taught using YouTube videos, and a control group, taught using the traditional lecture method. The Students' Algebra Interest Inventory (SAII), validated by experts and with a reliability coefficient of 0.72 (Cronbach's Alpha), was used for data collection. One research question and one null hypothesis guided the study. Data were analyzed using Mean Rank and Sum of Rank for the research question, and Mann-Whitney U-test at 0.05 significance level for the hypothesis. Results showed a significant increase in interest in the experimental group. The study recommends the integration of YouTube video resources in teaching algebra to enhance student engagement.
Key words: Algebra, Interest level, YouTube Video-Resources
Error Analysis and Students' Academic Achievement in Basic Education Mathematics in Akwa Ibom State
Umo, Imeobong Mfonobong & Eluwa, Idowu Obukohwo
Abstract
The study investigated error analysis and students' academic achievement in Basic Education Mathematics in Akwa Ibom State. The study was guided by two research questions and one null hypothesis tested at 0.05 level of significance. The study adopted a correlational research design. The sample comprised 380 scripts and 144 teachers drawn through multistage sampling techniques from the total number of 40,000 scripts and 234 teachers of Basic Education Mathematics in the Basic Certificate Examination in 2022.The instruments used for data collection were questionnaire titled “Students' Mathematics Errors Questionnaire (SMEQ)” and a standardized past Basic Certificate Mathematics Examination (BCME) question paper written in 2022 and the answer booklet of each of the examinees who participated in the examination in that same year. The SMEQ was subjected to face and content validation by three experts: one from Mathematics Education, one from Educational Psychology and one from Measurement and Evaluation; all from Michael Okpara University of Agriculture, Umudike. The Basic Certificate Mathematics Examination (BCME) is a standard instrument, developed by experts in test construction of the Akwa Ibom State Ministry of Education. The stability of the instruments was established using Pearson Product Moment Correlation Coefficient and reliability indices were 0.83 and 0.87 for SMEQ and BCME respectively. The internal consistency of the instruments was established using Cronbach Alpha and reliability indices of 0.78 and 0.90 were obtained for SMEQ and BCME respectively. Data obtained were analyzed using Pearson Product Moment Correlation Coefficient, to answer the research questions while linear regression and multiple regressions analyses were used to test the null hypotheses at 0.05 level of significance. The summary of the findings revealed that all the error types were made by students in the course of answering mathematical questions in Basic Education Mathematics in Akwa-Ibom State. Joint error types made by students in the course of answering mathematical questions (fact error, operational error, procedural error and error frequency) were significant predictors of the academic achievement of students in Basic Education Mathematics. However, procedural error had the highest percentage contribution followed by error frequency, operational error, and lastly fact error. Based on the findings, it was recommended among others that teachers should be trained on the identification of error types made by students in the course of answering mathematical questions and students should be exposed to identification of error types made by students in Mathematics.
Key Words: Academic Achievement, Basic Education, Error Analysis, Mathematics
Assessment of Students' Oral Health Diseases Among Secondary School Students in Enugu State
Ugwoke Kate Nneka, Nwoye, Christiana Chigozie & Anike, Donald O.
Abstract
The research evaluated secondary school pupils in Enugu State's awareness of oral health. The study was led by two null hypotheses and two research questions. The study was conducted in Enugu State using a descriptive research approach. Using a multistage sampling technique, a sample of 182 secondary school students—80 male and 102 female—was selected from a total population of 112,481 students—74,988 female and 37,493 male. Data was gathered using a standardised questionnaire called the Oral Health Cognition Questionnaire (OHCQ). The tool was verified by three specialists. With an overall reliability value of 0.90, clusters A and B had reliability coefficients of 0.73 and 0.89, respectively. The surveys were distributed immediately. The study questions were answered using the mean (x̅) and standard deviation (SD), and the hypotheses were checked using t-test statistics at the significance level of.05. The study's findings demonstrate that both male and female students in Enugu State have a high level of awareness on the causes of oral health disorders as well as the preventative strategies for these conditions. According to the hypotheses, there is no discernible difference between male and female students' knowledge of the causes of oral health disorders and their knowledge of the preventative strategies for these conditions among Enugu State secondary school students. The research finds that secondary school pupils in Enugu State have a good degree of awareness of the causes and preventative strategies of oral health disorders. Therefore, the research suggests that the causes of oral health diseases among Enugu State secondary school students be continuously emphasized.
Keywords: Oral health, Oral Health cognition and Gender
Analysis of the Psychometric Properties (Internal Consistency and Stability Coefficients) of WAEC and NECO Economics Multiple Choice Questions
Nwaneri, Zita Chika & Ursula. N. Akanwa
Abstract
This study focused on the psychometric properties (internal consistency and stability) of the WAEC and NECO Economics multiple choice questions. The study seeks to determine which of the two examination bodies is conducting examination with better psychometric properties in Economics. The study was guided by two research questions and two null hypotheses. The ex-post facto research design was adopted. The sample for the study consisted 850 students drawn from a population of 8,213 Senior Secondary School Three students from public schools who enrolled for the External Senior School Certificate Examination conducted by the West African Examination Council and National Examination Council in 2017/2018 to 2019/2020 Academic Sessions in Abia State. The instrument for data collection were the Economics Multiple Choice past questions on the West African Examination Council and National Examination Council between 2017/2018 and 2019/2020. The data used were collected through direct administration of the instrument to the respondents by the researcher. The item analysis was based on IRT. The findings of the study revealed that the Economics multiple choice examination questions constructed by WAEC between 2017/2018-2019/2020 academic sessions had a significantly better internal consistency and stability, when compared to the Economics multiple choice examination questions constructed by NECO between 2017/2018 and 2019/2020 academic sessions. It was thus recommended that examination bodies like West African Examination Council, National Examination Council, teachers, and psychometricians should be encouraged to adopt IRT in developing test items used in measuring students' ability especially in Economies since it was designed to overcome the limitations of the Classical Test Theory (CTT).
Key Words: Psychometric Properties, Internal Consistency, Stability, West African Examination Council, National Examination Council, Economics, Multiple Choice Questions
The Use of Geogebra to Develop Mathematical Knowledge of Transformations in Functions and Graphs
Cerenus Pfeiffer, Mdutshekelwa Ndlovu & Jumoke I. Oladele
Abstract
This study investigated the utilarian value of GeoGebra as a pedagogical tool for understanding and moving to higher levels of abstraction while learning transformation of functions and graphs in mathematics. This study adopts the qualitative paradigm to understand the processes involved in using GeoGebra. The population for this study were students enrolled in the bridge programme offered by a University in South Africa. The study involved a purposeful sample of students enrolled in the bridging program at Stellenbosch University. The instrument for the study were observation schedules and in-depth/focus group interviews. Observation data revealed that utilizing GeoGebra as an instructional tool allowed for a variety of instrumental orchestrations, which proved to be particularly beneficial in the educational setting. Additionally, the findings from in-depth interviews and focus group discussions provided valuable insights into the students' experiences. Participants expressed that the visual affordances of GeoGebra, along with its potential for interactive engagement, facilitated a deeper comprehension of complex concepts related to function and graph transformations. Furthermore, the study highlighted the importance of these visual affordances in helping students connect rules of transformations given to them to visual representations of the rules, ultimately improving their overall mathematical understanding. Based on the conclusion of the study, engaging a guided interaction with GeoGebra during lessons, encouraging student-centered GeoGebra projects that require students to create and analyze their own GeoGebra constructions in graphs, sketches, and dynamic visualizations and designing learning activities that explicitly link concrete manipulation are recommended.
Keywords: Technology-enhanced learning, GeoGebra, Transformation of functions and graphs, Mathematics
Effects of Computer Assisted Instruction (CAI) on Senior Secondary School Students' Learning Outcome in Mathematics
Abiodun, T.O. & Asanre, A.A.
Abstract
The impacts of Computer-Assisted Instruction (CAI) on senior secondary school students' learning outcomes in mathematics in Ogun State, Nigeria, was examined using a quasi-experimental type of the pre-test, post-test, non- randomized, control group design. All 19, 691 Senior Secondary School II students made up the population. Using a simple random sample technique, 120 respondents were chosen to take part in the survey. Three research questions and three hypotheses guided the study. Data was gathered Mathematics Achievement Test, which has a reliability of 0.78 using kuder Richardson formula 20 (K-R20). Data were analysed using inferential statistics of analysis of covariance at the 0.05 level of significance. The findings revealed that students' academic achievement in mathematics were significantly impacted by the Computer Assisted Instruction (CAI) approach compared to the lecture method of teaching.
Application of Mathematics Concepts in Welding and Fabrication Among High School Graduates in Ghana
Acheampong Philip Adjei & Awuah Francis Kwadwo
Abstract
Welding and Fabrication (WF) is a professional course taught in Technical and Vocational Education and Training (TVET) second-cycle schools in Ghana that requires certain mathematical competencies. Students' ability to fully apply these mathematics competencies during practical work improve product quality, reduce waste, and maximize profit. However, there is a dearth of knowledge on WF entry level professionals' ability to apply mathematics concepts specifically related to WF during practical work. To address this problem, this study seeks to ascertain how second-cycle graduates in WF apply mathematical concepts during practical work. A case study design was adopted for this study. The researchers purposely selected two entry level professionals from two second-cycle TVET institutions in Ghana. Data were collected through the use of an interview guide and observation guide. Data were analysed using a table and textual analysis. The results indicated that the two students selected found it difficult to identify and apply specific mathematical concepts for particular tasks. Educational implications of the findings were discussed.
Keywords: Mathematical application, Graduate experience, Entry level, welding and fabrication, Vocational education
Effect of Glaser's Teaching Methods with and Without Problem Solving Strategy on Students' Cognitive Performance in Algebra in Secondary Schools in Imo State
P. M. C. Ogomaka & Achuko Ikenna Chidi
Abstract
The study investigated the effect of Problem-Based Learning (PBL) and Glaser's teaching model on the cognitive and affective performances of secondary school students in Algebra. Two research questions and corresponding hypotheses guided the investigation, employing an intact group, pre-test, treatments only, post-test quasi-experimental design in Imo State, Nigeria. A sample of 136 Senior Secondary School Two (SS2) students was selected using multi-stage cluster, purposive, and simple random sampling techniques. Data were collected using the Algebra Achievement Test (AAT) and the Algebra Affective Rating Scale (AARS). Internal consistency coefficients of 0.80 and 0.68 were determined for AAT and AARS, respectively. Research questions were addressed through mean and standard deviation, while hypotheses were tested at a 0.05 alpha level using ANCOVA. Findings indicate significant differences in mean cognitive and affective performance scores between students exposed to PBL and Glaser's teaching model in the pre-test and post-test. However, no significant differences were observed between male and female students. Recommendations include integrating PBL into the Algebra curriculum, encouraging Mathematics teachers to adopt PBL for improved learning outcomes, and emphasizing the effectiveness of PBL regardless of students' gender in Mathematics and Algebra instruction.
Effects of Improvised De-Oxyribonucleic Acid and Realia Instructional Resources on Biology Students' Interest in Genetics in Uyo municipality, Nigeria
Udoh, Nsimeneabasi Michael1 & Ndirika, Maryann C.
Abstract
The study investigated effects of improvised de-oxyribonucleic acid and realia instructional resources in Biology students' interest in genetics. Three research questions and three null hypotheses were formulated and tested at 0.05 level of significant using non-equivalent control group quasi-experimental design. The population was 4,598 and the sample size was 162 SS3 students. Students were assigned into experimental and control groups using simple random sampling technique. Biology Interest Scale in genetics (BISIG) with a reliability coefficient of 0.83 was used using Cronbach Alpha. Data were analyzed using descriptive analysis and ANCOVA. Findings showed that students taught with improvised de-oxyribonucleic acid and realia resources had a significantly higher interest than those taught using Biology textbook. No significant difference was found between the mean interest scores of male and female Biology students. Recommendation was that Biology teachers should make use of improvised de-oxyribonucleic acid and realia instructional resources in the teaching of genetics.
Keywords: Improvised De-oxyribonucleic acid, Realia, Instructional resources, Students' interest, Genetics
Basic Science and Technology Students' Achievement in Energy Using Jigsaw Cooperative Learning, Computer Animation, and Expository Strategies in Eket Local Government Area of Akwa Ibom State, Nigeria
Williams E. Mbuk, Fidelis A. Onwioduokit & Rebecca U. Etiubon
Abstract
This study aimed to compare Basis Science and Technology students' achievement in energy using jigsaw cooperative learning, animation technique, and expository learning strategies in Eket Local Government Area. 2 research questions and 2 hypotheses guided the study. A pretest-posttest quasi-experimental design was used. Nine thousand and eighty-two (9,082) BST students made up the population. Out of 9,082 Biology students, there are four thousand, eight hundred and twenty-five (4,825) female students and four thousand, two hundred and fifty-seven (4,257) male students (Eket Local Education Committee, 2023/2024 session). 245 Junior Secondary Two (JSS2) students from 3 intact classes are used. The three schools are drawn by a simple random sampling technique. A Basic Science and Technology Achievement Test (BSAT) was used in collecting data. 0.78 was the reliability coefficient obtained using Kuder-Richardson's formula 20 (KR-20). Descriptive statistics was utilized in addressing research questions, while Analysis of Covariance (ANCOVA) was applied for testing the null hypotheses at a p≤0.05 level of significance. Findings revealed a significant difference in the academic achievement of students instructed through the three strategies. Students taught with the jigsaw cooperative and computer animation had higher academic achievement when compared with students taught with the expository strategy. Gender was not a significant determinant of students' academic achievement in Basic science. Since the Jigsaw strategy significantly improved student achievement, science teachers should be made to integrate this method to foster active participation, peer teaching, and deeper conceptual understanding, especially in abstract topics like energy conservation and transformation, as a way of recommendation.
Keywords: Jigsaw, Animation, Expository, Energy, Gender, and Basic Science Technology
Teachers' Instructional Competence and Self-Efficacy as Correlates of Students' Academic Engagement in Mathematics Classrooms in Enugu State
Timothy Chinedu Ukwueze, Ituma, Samuel Chukwuma & Joy Nwakaego Akogwu
Abstract
This research studied the teachers' instructional competence and self-efficacy as correlates of students' academic engagement in mathematics classrooms among senior secondary school 3 students in Enugu State. Two questions and hypotheses guided the study. A correlational research design was employed in the study. The study sampled 282 SSS3 students, and 8 mathematics teachers. Mathematics Teachers' Instructional Competence Scale (MTICS), Mathematics Teachers' Self-Efficacy Scale (MTSES), and Students Academic Engagement Questionnaire (SAEQ) were the instruments used for the study. They were validated, trial tested, with reliability coefficient indices of 0.89, 0.81 and 0.92 respectively. Pearson product-moment correlation coefficient and linear regression analysis were used in analyzing the research questions and hypotheses at .05 significant levels. The result showed a high positive relationship between teachers' instructional competence, self-efficacy and students' academic engagement in mathematics. It was recommended that government should implement mandatory training programs for teachers to help them effectively teach subject.
Key words: Students' Academic Engagement, Teachers' Instructional Competence, Teachers' Self-Efficacy, Mathematics Instructions, Correlational Study
Genetic Misconceptions Among African/ Asian Secondary School Students: A Systematic Literature Review
Yemisi Deborah Ali & Ugorji I. Ogbonnaya
Abstract
Students usually misconstrue genetics concepts taught in secondary schools. Unfortunately, without understanding these scientific concepts, making informed decisions on health, reproduction, and general moral stance in genetics may be challenging. This systematic review of literature on genetic misconceptions among secondary school students in Asia and Africa provides a synthesis of research studies in Asia and Africa to unveil the common genetic misconceptions among the students and the factors that contribute to these misconceptions. Four databases were searched (Web of Science [WOS], Scopus, ProQuest, and EBSCOhost). Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, it was unveiled that some misconceptions upheld by African and Asian students include misconception of the molecular nature of genes, the gender dependency of the transfer of baldness, baldness is a consequence of ageing, becoming an albino by wearing second-hand clothes, cells from same species have the same genetic composition, genetic mutations are race dependent, daughter cells have more genetic information than parent cells, and many more. Some factors that facilitate these misconceptions include textbooks, teaching methods, television and video representation of biological concepts, the elders' and community sayings, religion, and students' presumptions. These misconceptions can be mitigated through teaching strategies and early detection of students' alternative conceptions. This study recommends practical-based instructional strategies such as visiting molecular genetics laboratories for exposure to real-life laboratory-based molecular genetics. It is also crucial that 3D visual aids are used in teaching such abstract topics.
Keywords: Genetic misconception, students' genetic misconceptions, systematic review, Asian genetics misconceptions, African genetics misconceptions
Assessment of the Factors Responsible for Crime Pattern in Zaria Metropolis, Kaduna State
Maliki Adeku Joseph, Rifkatu Dyaji & Salahudeen Hajarat
Abstract
The aim of this study is to assess the factors responsible for crime spots in Zaria metropolis with the view of making appropriate recommendations for effective management of crime. This was achieved through this objective; to assess the factors that encourage crime hotspots growth. The data for the study were obtained through interview and field survey. The results of the analysis show that, Crimes were very rampant in areas like Sabon Gari, PZ, Tudun Wada, Kusfa, Hayin Ojo and Hayin Dogo neighbourhoods. The research concluded that, virtually all types of crime occurred in Zaria metropolis and most crimes in Zaria are committed at night. The major factors responsible for such crimes are drug abuse, Illiteracy, poverty and unemployment. The research recommends that, Geographic Information System as a tool for crime management should be made available to security operatives. training of relevant agents in crime mapping and management should be encouraged.
Keywords: Assessment, Factors, Crime, Pattern, Zaria
Challenges Associated with the Teaching and Learning of Quantitative Aspect of Economics in Senior Secondary Schools in Nsukka Education Zone, Enugu State
Emmanuel Chukwuebuka Ugwuagbo; Edwin Osinachi Anichukwu; Miracle Oluebube Opam & Ikechukwu Giveson Okafor
Abstract
The research explored the difficulties encountered in teaching and learning the quantitative elements of Economics among senior secondary school students within the Nsukka Education Zone in Enugu State. The study was guided by three research questions. A descriptive survey research design was utilized for this investigation. The population considered for this research consisted of 2,317 SS2 Economics students from the Nsukka Education Zone. A sample of 240 senior secondary school Economics students was selected for the study. The data collection instrument employed was a structured questionnaire developed by the researchers, titled 'Questionnaire on Challenges and Solutions to the Learning Quantitative Aspect of Economics in Secondary School Students'. The research tool was validated by three experts, comprising two from the Social Science Education Department (Economics Unit) and one from the Science Education Department (Measurement and Evaluation). The instrument achieved an overall reliability coefficient of 0.83, calculated using Cronbach Alpha. Data analysis was conducted using mean and standard deviation. The research revealed that Economics students find subjects such as the theory of costs, price determination, public finance, and market structures particularly challenging to grasp in senior secondary school. Additionally, the study identified several challenges faced in learning the quantitative aspects of Economics in the Nsukka Education Zone, which include inadequate mathematical foundations among students, ineffective teaching methods, the use of foreign examples by educators, insufficient mathematical knowledge of teachers, teacher inefficiency, and a lack of instructional materials focused on quantitative aspects. Furthermore, the research indicated that potential solutions to the challenges of mastering the quantitative aspects of Economics in the Nsukka Education Zone involve the creation of a supportive learning environment, fostering positive relationships between students and teachers, ensuring students are well-equipped in mathematics, hiring specialized teachers for quantitative subjects in Economics, and providing locally relevant textbooks on these topics, among other recommendations. In light of these findings, the study recommended that teachers offer extra assistance and resources for students who are struggling with Economics, especially in the identified challenging areas.
Keywords: Economics, Quantitative, Challenges, Teaching and Learning
Family Income as Correlate of Junior Secondary School Students' Academic Achievement in Civic Education in Nsukka Local Government Area, Enugu State
Chidimma Lilian Ngwu, Chinenyenwa Juliet Ezeugwu & Ikechukwu Giveson Okafor
Abstract
The primary aim of this research was to explore the connection between family income and the academic performance of students in Civic Education at junior secondary schools in Nsukka LGA. The investigation was guided by one research question and one null hypothesis. A correlational survey research design was utilized for this study, which was conducted in the Nsukka local government area. The total population for the study consisted of 2,877 junior secondary students. A sample of 240 junior secondary school students was selected for the study. Data collection was carried out using a checklist and an achievement test. Three experts validated the face validity of the instrument used. The collected data were analyzed using simple linear regression to respond to the research question. The findings of the study indicated a weak positive correlation between students' family income and their academic performance. The null hypothesis revealed that the relationship between family income and students' academic achievement is statistically significant. Among other recommendations, it was suggested that teachers should adapt their teaching methods and classroom environment to accommodate the diverse needs of all students, regardless of their economic background.
Keywords: Academic Achievement, Civic Education, Family Income
Effect of GeoGebra on Senior High School Students' Academic Achievement and Attitudes Towards Quadratic Equations in Core Mathematics in Ghana
Joseph Appianing
Abstract
This quasi-experimental pretest-posttest control group study examined the effect of GeoGebra-based instruction on senior high school students' academic achievement and attitudes towards quadratic equations in Ghana. Guided by four research questions and hypotheses, 62 SHS2 students were assigned to experimental and control groups. Instruments used included a Mathematics Performance Test (MPT) and an Attitude Towards Mathematics Instruction Questionnaire (ATMIQ), both validated and reliable (α = 0.87). Data were analysed using ANCOVA and an independent-samples t-test. Students taught with GeoGebra significantly outperformed those taught via lecture. The experimental group also had significantly higher attitude scores. No significant gender differences were observed in academic performance or attitudes among GeoGebra users. The results support the use of GeoGebra as an effective instructional tool that enhances both achievement and engagement. The study recommends integrating GeoGebra into mathematics classrooms to promote meaningful learning and support gender-equitable instruction.
Keywords: Academic achievement, gender equity, GeoGebra, Ghana, quasi-experimental, quadratic equations, student attitudes.
Relationship Between Test-Taking Behaviour and Performance in Mathematics Among Junior Secondary School Students in Kaduna State, Nigeria
Luka K. Maude & Jimoh K. Agbaiyero
Abstract
Mathematics is a core subject at the Upper Basic level of learning and provides the much needed foundation for learners to adequately study any choice of discipline at the Senior Secondary School level. However, the subject has recorded weak performance in recent years and this is a source of concern to stakeholders. This study, therefore, using three research questions and hypotheses examined the relationship between Test-Taking Behaviour and performance in Mathematics among junior secondary school students in Kaduna-State, Nigeria. Correlational research design was adopted for the study. The population of the study comprised of 5003 students. The sample size was 350 respondents selected through simple random sampling method. The instruments used for data collection were; Test-Taking Behaviour Self-Report Questionnaire which was adapted, pilot tested and yielded a reliability coefficient of 0.82 while the Basic Education Certificate Examination result was used to measure their performance in Mathematics. Pearson Product Moment Correlation (r) was used to analyze the data. The results indicated significant positive relationship between test-taking strategies and students performance in Mathematics (r= 0.624, p=0.002). There was significant positive relationship between test-motivation and students performance in Mathematics (r= 0.201, p=0.000). There was significant negative relationship between test-anxiety and students performance in Mathematics (r= -0.146, p=0.004). It was concluded that relationship exists between Test-taking behaviour and performance in Basic Mathematics. Thus, it was recommended among others that, there is need for Mathematics teachers with adequate training in the subject to always guide the students on the appropriate strategies to adopt before and during test, Parents and Counselors should properly counsel the students on how to reduce anxiety before test for optimal performance in Mathematics etc.
Keywords: Anxiety, Basic Mathematic Students, Motivation, Strategies, Test-taking behaviour
Effect of Critical Exploration Strategy on Students' Academic Achievement in Basic Science in Makurdi, Benue State
Anna Agbidye, Timothy Terungwa Tartenger and Felix Sesugh Kpiranyam
Abstract
This study examined the effectiveness of the critical exploration strategy in enhancing academic achievement in Basic Science among Upper Basic Two students in Makurdi, Benue State. Using a quasi-experimental pretest-posttest control group design, a sample of 74 students (41 males, 33 females) was drawn from a population of 12,703. Data were collected using the Basic Science Achievement Test, which had a reliability index of 0.92 (K-R20). The study lasted six weeks and employed critical exploration for the experimental group and the discussion method for the control group. Mean, standard deviation, and ANCOVA were used for analysis. Results showed a significant improvement in students' achievement using the critical exploration strategy compared to the discussion method (F(2,71) = 308.853, p < 0.05). No significant differences were found based on gender ((F2,30 = 2.460; P=0.127>0.05) or interaction between strategy and gender (F4,69 = 0.000; P=0.998>0.05). The study concluded that critical exploration effectively improves achievement and recommended its adoption in Basic Science instruction.
Key Words: Academic Achievement, Basic Science, Basic Education, Creative Thinking and Critical Exploration.
A Computational Intelligence-Based System for Assessment of Severity Index of Contagious Disease
Inyang, Enobong Asuquo
Abstract
The impact of infectious diseases on public health is shaped by factors such as environment, cultural behaviour, transmission mode, and policy. This study proposes a computational approach to assess the Severity Index (SI) of contagious diseases, focusing on Tuberculosis. An Algorithm-Based Method (ABM) guides the evaluation process, supported by literature review to identify research gaps. Data was segmented quarterly (2019–2022) to compute Case Fatality Rate (CFR), including symptom-specific severity analysis. Exploratory Data Analysis (EDA) was used to explore variable relationships. Two computational intelligence techniques, Fuzzy Logic (FL) and Artificial Neural Network (ANN) were applied. FL used a Triangular Membership Function (TMF), showing progressive fuzzified outputs with increasing input ranges. The ANN model, trained with 10 inputs and 2 hidden layers, achieved 88% accuracy using Cross Entropy Error Function (CEEF).
Enhancing Entrepreneurial Thinking through Integrated Science-Mathematics Projects in Secondary Schools: A Pathway to Sustainable Skill Development
Zaharaddeen ALIYU, Usman KABIR, Faith JAMES
Abstract
This study investigated the impact of integrating entrepreneurial skills into science and mathematics curricula on the innovation and problem-solving abilities of secondary school students in Nigeria. Using a quasi-experimental design, 220 Senior Secondary School II students were drawn from four public schools in Zaria Education Zone and divided into experimental and control groups. Three research questions and three null hypotheses were formulated to guide the study. The experimental group received integrated project-based instruction with entrepreneurial contexts, while the control group was taught using lecture methods. Two validated instruments were used for data collection: the Entrepreneurial Thinking Skills Scale (ETSS) adapted from Lackéus (2015), and the Sustainable Skills Development Inventory (SSDI) developed by the researcher and validated by three experts in Science Education and Entrepreneurship.The research Questions were analized using mean, standard deviation and mean differences while the hypothees were tested using Analysis of covariance (ANCOVA). Results from pre- and post-tests analyzed through ANCOVA and showed a statistically significant improvement in entrepreneurial thinking and sustainable skill development among students in the experimental group, with no significant gender-based differences. The findings support Kolb's experiential learning theory and affirm that interdisciplinary, real-world project-based instruction fosters critical 21st-century competencies. The study recommends embedding entrepreneurship into STEM education to promote creativity, economic self-reliance, and lifelong learning. It offers valuable insights for curriculum planners, educators, and policymakers striving to align education with national development goals and global innovation demands.
Keywords: Entrepreneurial thinking, integrated science-mathematics projects, innovation, problem-solving, sustainable skills, secondary education, STEM education, experiential learning.
Assessment of Nigerian Universities Readiness for Artificial-Intelligence Integration in Teaching: A Case-Study of National Institute for Nigerian Languages Aba, Abia State
Obianuju Anthonia MMADUKA, Joy Chinenye ALBERT. Geoffrey UKALA, & Uduak Reuben EKPO
Abstract
The study examined the assessment of Nigerian universities readiness for artificial-intelligence integration in teaching: a case-study of national institute for Nigerian languages. A descriptive survey research design was adopted. Five questions and a null hypothesis guided the study. All academic staff of the institution makes up the population while purposive sampling was used to sampled all the 32 lecturers from faculty of education. Questionnaire on Readiness for Artificial-Intelligence Integration in Teaching (RAIIT) was used for data collection. Three experts, two from the Department of Science Education, and one from department of computer and robotic science all from University of Nigeria, Nsukka, validated the questionnaire. The instrument yielded a reliability coefficient of 0.80 using Cronbach’s Alpha. Research questions were answer using grand mean and standard deviation while t-test was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed thus: NINL as an institution is ready to deploy AI to a high extent. Male lectures were found to slightly utilize it more than male lecturers were found to possess more digital literacy and AI-related competency than females. Government was encouraged to invest more on infrastructure like; power supply, internet connectivity, and training of personnels.
Mathematics Teachers' Self-Efficacy in Utilizing Artificial Intelligence (AI) Tools as Correlate of their Professional Development in Mathematics
Inweregbuh, Onyemauche Christopher & Ugwuanyi, Chika Charity