scholarly journals BALANCING GENDER ACHIEVEMENT AND KNOWLEDGE RETENTION IN MATHEMATICS USING COMPUTER ANIMATION INSTRUCTIONAL PACKAGE (CAIP)

2021 ◽  
pp. 58-69
Author(s):  
lhechukwu Nwoke ◽  
Okorie Chidi ◽  
B.U.N Chile-Agada
Keyword(s):  
Mathematics Achievement ◽  
Secondary Schools ◽  
Computer Animation ◽  
Knowledge Retention ◽  
Gender Disparity ◽  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Significant Difference ◽  
Instructional Package ◽  
Gender Achievement

The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.

Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools

2015 ◽  
Vol 3 (5) ◽  
pp. 126-131
Author(s):  
AWODUN ADEBISI OMOTADE ◽  
JEGEDE S.A
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Teaching Approaches ◽  
Control Groups ◽  
Conventional Teaching ◽  
Significant Difference ◽  
And Control ◽  
Senior Secondary

The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

Cognitive Styles, Computerized Treatments on Mathematics Achievement and Reaction to Treatments

1988 ◽  
Vol 4 (3) ◽  
pp. 253-264 ◽  
Author(s):  
Casilda Canino ◽  
Terry Cicchelli
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
Analysis Of Covariance ◽  
Learning Criterion ◽  
Mathematics Scores ◽  
Mathematics Ability ◽  
Significant Difference ◽  
Extreme Groups ◽  
Computerized Treatment ◽  
N 93

This Aptitude Treatment Interaction (ATI) study used the cognitive style dimension, field dependent-independent, matched to computerized algorithmic and discovery treatments, respectively, for mathematics achievement in number series using an 80 percent mastery learning criterion and student attitude to computerized treatment. Extreme groups ( n = 93) resulting in fifty-one and forty-two students in algorithmic and discovery methods, respectively, completed at their own pace, twenty software lessons for thirty minutes for twenty-four days. Posttest mathematics scores and student responses to the computer were analyzed by multiple regression analysis at the .05 level. Analysis of covariance using regression procedures for mathematics ability as the covariate was used to adjust the achievement scores for differences in mathematics ability. A significant difference was found for the cognitive style variable and reaction to the computerized treatment.

Gender and Achievement in Mathematics by Indigenous African Students Majoring in Mathematics

1996 ◽  
Vol 78 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Varghese I. Cherian ◽  
James Siweya
Keyword(s):  
Mathematics Achievement ◽  
Female Students ◽  
First Year ◽  
Achievement Scores ◽  
Criterion Measure ◽  
African Students ◽  
The North ◽  
Significant Difference ◽  
The Mean ◽  
The University

This study investigated gender differences in mathematics achievement of first-year B.Sc. Degree (mathematics major) students at the University of the North in South Africa. They were 214 male and female students. The ages of students ranged from 17 to 66 for 178 men ( M = 22.3) and 17 to 35 years for 36 women ( M = 21.5). With their marks in mathematics as the criterion measure, no significant difference in the mean achievement scores of the two groups was noted; however, a qualitative examination of the category-wise achievement scores of the two groups suggests further study of the bases for some women's achievement to be higher than the men's.

scholarly journals Effect of Blended Instructional Strategy on Commerce Students Academic Performance in Secondary Schools in Uyo Local Government Area of Akwa Ibom State-Nigeria

2017 ◽  
Vol 5 (6) ◽  
pp. 36
Author(s):  
Etim Paulinus J.
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Instructional Strategy ◽  
Performance Test ◽  
Sampling Technique ◽  
Local Government Area ◽  
Significant Difference ◽  
Commerce Students ◽  
Instructional Package

Teaching and learning are dynamic activities that are predicated on a number of factors. The pedagogical strategy used determines the effectiveness of the teacher and students’ academic performance. This study was therefore on the effect of blended instructional strategy on Commerce students’ academic performance in secondary schools in Uyo Local Government Area of Akwa Ibom State-Nigeria. Three research questions and three null hypotheses were raised to direct the study. The study adopted the pretest- postest non randomized quasi experimental design. Diffusion of Innovative theory and the Material-First-Rationale-Model were used to develop Commerce Instructional Package for experimentation. Two schools out of the 13 secondary schools in Uyo Local Government Area met the requirement for selection and were used for the study. The sample size of 240 students in both the urban and rural schools were selected and used for the study using the simple random sampling technique. An instructional package on Commerce was developed and used in treating the experimental groups while the control groups were taught using the expository teaching strategy. Both the control and the experimental groups were pretested before treatment. Commerce Performance Test was used to examine the effect of the package and the difference in students’ performance. All the students in both control and the experimental groups were post-tested. Their scripts were marked and their scores used for analysis with the help of mean and Analysis of Co-variance. Results of the analysis showed a significant difference in academic performance of Commerce students taught with blended instructional strategy and those taught with expository method. There was also a significant difference in academic performance of male and female students as well as those students in urban and rural school location. Based on these results, the following recommendations were made to improve the teaching of Commerce and academic performance of students namely that blended instruction should be adopted in teaching Commerce and that in-service training, seminars and workshops should be organised by Government and other stake holders in Education to update the knowledge of teachers in the use of ICTs and web-based instructional strategies among other recommendations.   

scholarly journals Effect of Gender on Senior Secondary Chemistry Students' Achievement in Stoichiometry using Hands-on Activities

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Pearson Correlation ◽  
Female Students ◽  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Secondary Chemistry ◽  
Male And Female ◽  
Significant Difference ◽  
Hands On ◽  
The Mean ◽  
Research Questions

The study examined the effect of gender on students’ achievement in stoichiometry using hands-on activities. A sample of 292 students from eight purposively selected secondary schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study. The study adopted a quasi-experimental research design. Stoichiometry Achievement Test (SAT) was used for data collection. Reliability coefficient of 0.92 was established using Pearson correlation moment coefficient. Two research questions and two hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). The study revealed that there is no significant difference in the mean achievement scores between male and female students taught stoichiometry using hands-on activities; (F(1, 145) = 4.160, p>0.05). It also found no significant interaction effect between methods and gender on the mean achievement scores of students in stoichiometry; (F(1, 291) = 0.11, p>0.05). It was recommended among others that since hands-on activities method is not gender sensitive therefore both male and female students should be involved in hands-on activities to enhance their achievement in stoichiometry.

scholarly journals Effect of the 7E Instructional Strategy on the Overall Attitude of Students in Biology in Public Secondary Schools in Adamawa State, Nigeria

2020 ◽  
Vol 35 (2) ◽  
pp. 171-186
Author(s):  
Abdullahi Shuaibu ◽  
Nor Asniza Ishak
Keyword(s):  
Secondary Schools ◽  
Instructional Strategy ◽  
Teacher Perception ◽  
Research Question ◽  
Negative Attitude ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Before And After ◽  
And Control ◽  
Teacher Centered

The effect of attitude as a psychological construct that impacts students achievement in secondary schools have been widely reported, and the need to address that non-cognitive trait, so as to improve students’ achievement have been stressed. Negative attitude of students have adversely affected educational outcomes and the need to improve this trait in students is the aim of this study. The study investigated the effect of the 7E instructional strategy on the overall attitude of students of the 11th grade, in Biology, in public secondary schools in Adamawa State, Nigeria. Four attitude constructs, namely; attitude towards Biology as a subject; attitude towards the Biology teacher; perception of importance of Biology and perception of difficulty of Biology; were used in the study. Two randomly selected schools were denoted as experimental and control groups and were taught using the 7E instructional strategy and the teacher-centered methods, respectively. A 38-item Likert-based questionnaire was used to collect data before and after intervention was given. The research question was answered by the means and standard deviations, while the hypothesis was analysed using the Analysis of Covariance (ANCOVA) statistics. The descriptive statistics results showed that the experimental group had higher mean scores in three out of the four attitude variables, while no significant difference was recorded on one variable. The overall attitude of students taught by the 7E instructional strategy and when taught by traditional teacher-centered method, showed that students’ attitude is positively affected, by the 7E instructional strategy. Therefore, 7E instructional strategy significantly improved students’ attitude towards Biology.

Effect of Cooperative Learning Strategy on Students’ Achievement in Secondary School Chemistry.

2019 ◽  
pp. 165-171
Author(s):  
Eze G.N. ◽  
Okorie Q.A.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Level Of Significance

The study investigated the effect of cooperative learning strategy on students‟ achievement in secondary school chemistry. The design adopted for the study was quasi-experimental, precisely pretest, posttest non-equivalent control group. Two research questions guided the study while two null hypotheses were tested at .05 level of significance. The population for the study comprised 800 SS one students who offered Chemistry in 2014/2015 academic year in Abia State, Nigeria. The sample consisted of sixty students (30 males and 30 females) drawn from the target population using simple random sampling technique. The instrument for data collection was the chemical bonding achievement test (CAT) consisting of 25 item questions adopted from past WAEC and NECO question papers. The research questions were answered using descriptive statistics while the null hypotheses tested at .05 level of significance were analyzed using analysis of covariance. Results of data analysis revealed a significant difference in the mean achievement scores of cooperative learning group and conventional lecture method in favour of cooperative group. Again, a significant difference was observed in the mean achievement scores of male and female students exposed to cooperative learning strategy and the difference was in favour of the males. It was recommended among others that teachers should embrace the use of cooperative learning in chemistry classrooms.

Constructivism in Teaching Elementary Algebra: It’s Influence in Mathematics Performance of Students in Large Classes

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Edmundo Cabiltes Lopez
Keyword(s):  
Mathematics Achievement ◽  
Control Group ◽  
Achievement Scores ◽  
Control Group Design ◽  
Large Classes ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The One ◽  
Experimental Group

  This study determined the effect of constructivist method in students’ mathematics achievement. It sought to answer the influence of teaching methods in students’ achievement scores in large classes in terms of knowledge, comprehension, application, and analysis questions. A pretest- posttest quasi-experimental control group design was used. The experimental group was exposed to constructivist method while the control group to traditional method. To determine the influence of the methods in the students’ achievement scores, the one way ANCOVA was used. The researcher handled the two classes. Results showed that there was a significant difference in the students’ achievement scores in terms of knowledge, comprehension; application and analysis questions. The control group performed better than the experimental group in all levels of questions. Constructivist approach is ineffective in large classes while the lecture method is an appropriate teaching approach for large classes.   Keywords - constructivism, large classes, mathematics achievement, experimental

scholarly journals EFFECTS OF GENDER AND PARENTING STYLES ON PROMISCUOUS BEHAVIOUR AMONG ADOLESCENTS WITH HEARING IMPAIRMENT IN SECONDARY SCHOOLS IN IBADAN, OYO STATE, NIGERIA

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Joyce Ifeoma Onyezere ◽  
John Osondu Onyezere
Keyword(s):  
Secondary Schools ◽  
Hearing Impairment ◽  
Parenting Styles ◽  
Sexuality Education ◽  
Skill Training ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Purposive Sampling ◽  
Significant Difference ◽  
Main Effect

Adolescents with hearing impairment have sexual and reproductive health needs like their normal counterparts. However, reports have shown that many adolescents with hearing impairment in Ibadan often engage in promiscuous behaviour which is inimical to their health. Previous studies focused on factors predisposing adolescents with hearing impairment to promiscuous behaviour with little consideration to curb this behaviour. The pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select the three integrated secondary schools. Seventy-two (43 males and 29 females) Senior Secondary School I and II adolescents with hearing impairment were selected using purposive sampling technique. The school health record was used to screen the participants. Participants were randomly assigned to Sexuality education training (49), Assertiveness skill training (14) and the control (9) groups. The instruments used for data collection were Adolescent Sexual Behaviour Inventory, Sexual Assertiveness Scale and Promiscuous Behaviour Scale. Data was analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance. The results showed that gender had a significant main effect on promiscuous behaviour among adolescents with hearing impairment (F (1.70) = 8.27, partial η2 =0.12), while Parenting style had a significant main effect on promiscuous behaviour of adolescents with hearing impairment (F (1, 70) = 4.25, partial η2 =0.07). the result also showed that there was no significant difference between parenting styles and gender in relation to promiscuous behaviour of Adolescents with hearing impairment. Sexuality education and assertiveness skill training were effective in reducing promiscuous behaviour among adolescents with hearing impairment in secondary schools in Ibadan, Oyo State. Teachers, special educators, guidance counselors and other stakeholders should adopt both strategies for reduction of promiscuous behaviour among adolescents with hearing impairment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0778/a.php" alt="Hit counter" /></p>

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