scholarly journals Effects of Multimedia Instructional Strategy on Senior School Students’ Performance and Retention in Mathematics

2021 ◽  
Vol 6 (2) ◽  
pp. 193-206
Author(s):  
Ayodeji John Enikanolaye ◽  
Keyword(s):  
Instructional Strategy ◽  
School Students

scholarly journals My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

2017 ◽  
Vol 6 (3) ◽  
pp. 107 ◽  
Author(s):  
Sreelekha Leelamma ◽  
Uma Devi Indira
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Environmental Science ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Inquiry Based Learning ◽  
Multiple Dimensions

 This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication

2020 ◽  
Vol 45 (4) ◽  
pp. 241-255
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Kat Davis ◽  
Nanette Hammons
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Real World ◽  
Instructional Strategy ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Future Research ◽  
Support Needs ◽  
School Students ◽  
Systematic Replication

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine “what works for whom when.” The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed.

Effective Learning and Retention Through Advance Organizer Model

2015 ◽  
Vol 2 (2) ◽  
pp. 46-50
Author(s):  
Anbazhaugan. T.A ◽  
Tessy Joseph Kallarackal
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Advance Organizers ◽  
Advance Organizer ◽  
School Students ◽  
Effective Learning ◽  
New Material ◽  
Independent Variable

Effective classroom teaching in science requires advance thinking and proper planning. Advance organizers are information the teacher presents, at the onset of a deductive lesson, used by students to help them mentally organize new material. In the present study, the investigator has made an attempt to find out the effectiveness of Advance Organizer Model on achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation of secondary school students. For the present study, the Equivalent group Experimental method was adopted. Two hundred and forty students were selected from three types of Higher Secondary Schools in equal strength of both control groups and experimental groups in the study and two levels of treatments of the instructional strategy (independent variable) namely Advance Organizer Model, and Conventional Method are selected. The dependent variable is the achievement in physics as determined by the achievement test scores. The major conclusions based on the statistical analysis of data is that the advance organizer model is more effective than conventional method on the achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation and is useful to improve retention ability of secondary school students.

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.

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