scholarly journals Impact of learning interventions on mathematics achievement among learners with hearing impairment

2020 ◽  
Vol 10 (4) ◽  
pp. 131-143
Author(s):  
Olaotan Oladele Kuku ◽  
Samuel Olufemi Adeniyi
Keyword(s):  
Experiential Learning ◽  
Hearing Impairment ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Lagos State ◽  
Achievement In Mathematics ◽  
The Impact

There had been consistent concern and reports on the low achievement of learners with hearing impairment in mathematics with mixed observations about the ability and influence of learning environment of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest control group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics improves as a result of exposing learners with hearing impairment to gamification and experiential methods of instruction. Besides, the study observed that the two interventions were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential instructional strategy was recommended for mathematics lessons of learners with hearing impairment.   Keywords: Achievement in Mathematics; Experiential Learning; Gamification; Learners with Hearing Impairment

scholarly journals Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria

2020 ◽  
Vol 16 (2) ◽  
pp. 51-65
Author(s):  
Samuel Adeniyi ◽  
Olaotan Kuku
Keyword(s):  
Experiential Learning ◽  
Hearing Impairment ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Analysis Of Covariance ◽  
Lagos State ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
The Impact

There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method  group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment.

scholarly journals Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria

2020 ◽  
Vol 16 (2) ◽  
pp. 51-65
Author(s):  
Samuel Adeniyi ◽  
Olaotan Kuku
Keyword(s):  
Experiential Learning ◽  
Hearing Impairment ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Analysis Of Covariance ◽  
Lagos State ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
The Impact

There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method  group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment.

scholarly journals Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Nwoke Bright Ihechukwu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Instructional Scaffolding ◽  
Achievement In Mathematics ◽  
The Impact

The study investigated the impact of instructional scaffolding approach on secondary school students’ achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula  (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students’ achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students’ achievement.

scholarly journals Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria

2019 ◽  
Vol 15 (2) ◽  
pp. 107-116
Author(s):  
Morenikeji Alex Akanmu
Keyword(s):  
Set Theory ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Performance Test ◽  
Analysis Of Covariance ◽  
Venn Diagram ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental

The performance of Nigerian students in the Senior School Certificate Mathematics Examinations over the years has not been encouraging. Studies have indicated that this is partly due to students’ lack of in-depth knowledge of some selected topics in mathematics. Pieces of evidence abound in literature and WAEC Chief examiner’s reports indicating that students performed poorly in set theory with Venn diagram. Therefore, this study examined the effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. The objectives of this study were to examine: (i) the performance of students’ taught set theory using think-pair-share cooperative instructional strategy; (ii) the difference in the performance of students taught using think-pair-share instructional strategy based on gender and score level; (iii) the influence of think-pair-share instructional strategy on students’ retention in set theory. The researcher employed a quasi-experimental design for the study. The sample consisted of 118 SS II students. The instruments used for the study was Mathematics Performance Test (MPT). The instruments yielded reliability values of 0.78 using Pearson Product Moment Correlation procedure. The data collected were analyzed using independent sample t-test, and Analysis of Covariance (ANCOVA). Findings of the study showed: (i)  a statistically significant difference in the performance of students taught set theory using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group, (ii) no statistically significant difference in the performance of male and female students taught set theory in Mathematics using think-pair-share; (iii) no statistically significant difference in the performance of students taught set theory in Mathematics using think-pair-share based on scoring levels; and (iv) a statistically significant difference in the knowledge retained by students taught set theory in Mathematics using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group. The study concluded that the use of think-pair-share improved students’ performance in Mathematics, gender of a student does not affect his or her performance in Mathematics, and the use of think-pair-share improved the retention ability of the students. It was recommended among others that the use of think-pair-share be encouraged for teaching and learning of Mathematics at all levels of education.

scholarly journals Effect of Constructivist Instructional Strategy on Students Achievement in Secondary School Mathematics Curriculum in Rivers State, Nigeria

2021 ◽  
pp. 47-56
Author(s):  
Samuel Jeremiah ◽  
Foluke Bosede Eze
Keyword(s):  
Instructional Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Type ◽  
Control Group Design ◽  
Multiple Classification Analysis ◽  
Significant Difference ◽  
Achievement In Mathematics ◽  
Rivers State ◽  
Senior Secondary

The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State. The research was guided by three research questions and corresponding hypotheses. The population is all the thirty four thousand, one hundred and sixty eight (34,168) of all Senior secondary II (SS11) students in Rivers State during the 2018/2019 Academic year. A sample size of 280 students in four intact classes were selected through purposive sampling technique. Two of each of the classes were used as experimental and control groups. Non randomized pre-test, post test control group design was used for the study. Instrument used for the study was Mathematics Achievement Test (MAT) made up of 25 items drawn from simple statistics and Lesson Packages. The instrument was validated by experts and reliability coefficient of the instrument was obtained through test-retest method. The scores obtained were subjected to Pearson product moment correlation coefficient analysis and the result yielded 0.82. Analysis of Covariance (ANCOVA), Mean and Multiple Classification Analysis  (MCA) were used in analyzing the data. Findings reveals that constructivist strategy was more effective in facilitating students achievement in Mathematics than expository method. The result did not show a significant difference in students’ achievement in Mathematics in terms of gender and school type. The study therefore recommended among others the use of constructivist strategy in the teaching and learning of Mathematics in schools.

scholarly journals Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Sangeeta Yaduvanshi ◽  
Sunita Singh
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Low Achievers ◽  
Analysis Of Covariance ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Teaching Learning ◽  
The Impact

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

Pengaruh bising lalu lintas terhadap penurunan fungsi pendengaran pada juru parkir di kota Denpasar

2013 ◽  
Vol 40 (2) ◽  
Author(s):  
Ni Ketut Susilawati ◽  
Wayan Sudana ◽  
Eka Putra Setiawan
Keyword(s):  
Hearing Impairment ◽  
Noise Exposure ◽  
Traffic Noise ◽  
Hearing Threshold ◽  
Noise Pollution ◽  
Simple Random Sampling ◽  
Cross Sectional Study ◽  
Control Group ◽  
Cross Sectional ◽  
Hearing Function

Background: Noise pollution or noise is an unwanted sound which is disturbing to human beings.However small or soft the sound, if it is undesirable it is considered as noise. Noise induced hearingloss is a sensorineural hearing loss that is commonly encountered second to presbycusis. Purpose: Toknow the effect of traffic noise exposure on hearing impairment to the employees of the Parking DistrictCompany of the Denpasar city and to improve diagnostic detection on hearing impairment caused bynoise. Method: A cross sectional study was conducted at the Parking District Company office. Thepopulations of this study were the employees of the Parking District Company. Samples of this study were the employees who were exposed to traffic noise and control samples were an employee who was unexposed. Samples were selected by simple random sampling. Results: From 40 parking attendants,27 persons (67.5%) aged above 35 years old. The parking attendants who had been working for ten to fifteen years were 36 persons (90%) and no history using ear protection when working. Seven persons(17.5%) had referred DPOAE upon examination with increase hearing threshold on audiogram result.In this study the parking attendants who had hearing deficit induced by noise were 7 persons (17.5%)and only one person (2.5%) in control group. There was a statistically significant effect of traffic noiseto hearing function deficit (p<0.05). Conclusion: Traffic noise has effect in hearing function deficit onthe parking attendants.ORLI Vol. 40 No. 2 Tahun 2010Key words: NIHL, parking attendant, audiometry, DPOAE.

scholarly journals Impact of Cognitive Restructuring and Token Economy Techniques on Truancy Reduction among Secondary School Students in Lagos State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 21-32
Author(s):  
Afolasade Airat Sulaiman ◽  
Stella Ihuoma Uhuegbu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Cognitive Restructuring ◽  
Token Economy ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Lagos State ◽  
The Impact

This study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in Lagos State, Nigeria. The study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. Judgmental sampling technique was used to select two from the six Education Districts in Lagos State, simple random sampling technique was adopted to select six schools; three schools from each of the two Education Districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. Truancy Behaviour Questionnaire (TBQ) with a reliability index of .87 was the instrument for the study. Data were analysed and presented with descriptive and ANOVA statistics at .05 level of significance. Findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. Sex had no significant effect on the reduction of truancy but females play truants more than males. Based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals THE IMPACT OF TRANSLANGUAGING APPROACH ON TEACHING ARABIC READING IN A MULTILINGUAL CLASSROOM

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saidna Zulfiqar Bin-Tahir ◽  
Ummu Saidah ◽  
Nuril Mufidah ◽  
Riki Bugis
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Education Department ◽  
Written Test ◽  
Multilingual Classroom ◽  
And Control ◽  
The Impact ◽  
Better Than

 The study aimed at measuring the effect of translanguaging approach in teaching Arabic reading comprehension to the second semester students of Indonesian Education Department, Universitas Iqra Buru. 64 students involved as the participants through simple random sampling technique. 32 students participated in each of the experimental and control group. The researchers used reading test of written test to obtain information about the students’ achievemnt in reading on the use of translanguaging approach and it was distributed to the respondents after the last treatment given. To find out the mean score, standard deviation and the t-test value between the pretest and the posttest the researchers used the SPSS 17 program. The researchers found that the use of translanguaging approach in learning Arabic reading comprehension improves the students’ ability of Arabic reading comprehension is better than the conventional method.

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