Effect of think-pair-share instructional strategy on senior secondary school students’ academic achievement in mathematics in Ogun State

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

The main aim of the paper was to examine interest and classroom environment as correlates of academic achievement in mathematics and English Language of pupils in Abia State. The research adopted a correlational research design. Six research questions and six null hypotheses guided the study. The population consists of 27, 211 primary 3 pupils in Abia State. Simple random sampling and intact class technique were used to select a sample of 1,368 pupils. Three research instruments: - Pupils’ Interest Scale (PIS); Classroom Environment Questionnaire (CEQ); and Pupils Cumulative scores in English language and Mathematics were used. Simple linear regression was used to determine the relationship between the variables, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance and percentage scores used for pupils’ achievement in English language and Mathematics. The findings of the study include: Pupils’ interest has weak positive relationship with their academic achievement in English language and Mathematics; classroom physical environment has moderate positive relationship with pupils’ academic achievement in English Language and strong relationship with AA in Mathematics; classroom social environment has strong positive relationship with pupils’ academic achievement in English language and very strong relationship with AA in mathematics. Also, there is significant relationship between pupils’ interest and their academic achievement in English language [F (1, 1367) = 124.168, p = .000< 0.05]; no significant relationship between classroom physical environment and pupils’ academic achievement in Mathematics, [F (1, 1367) = .570, p = .450> 0.05]. Among the recommendations were: teachers and parents should identify pupils’ interest early so as to know the area for intervention or encouragement to improve their academic achievement; government should ensure that the classroom physical environment is conducive for teaching and learning.

The purpose of the study is to examine the effect of environmental insecurity on students’ academic achievement in mathematics among senior secondary school students in Zamfara North Senatorial Zone, Nigeria. The population of the study comprises all the senior secondary school students in Zamfara North Senatorial Zone, which is 22,797. From the population, a sample of 150 students was randomly selected for the study from the entire senior secondary schools in the study. Three objectives, three research questions, and corresponding hypotheses guided the study. The reliability of the instrument was determined using the Kuder-Richardson formula (KR21), and the coefficient was found to be 0.87. The major instrument used for data collection was a structured questionnaire with items on a 4-point Likert scale, which was validated by three experts. The data collected was analysed using SPSS. Descriptive statistics were used to answer research questions, and chi-square statistics were adopted in testing the hypotheses. The findings of the study show that environmental insecurity has negatively affected the students’ academic achievements in mathematics, especially for students from rural areas in the zone. It was recommended that government and non-government organizations provide a new security strategy to schools in the area to reduce its effects on the mathematical academic achievements of students.

Self-regulation is about getting ready to take challenges regarding education. Self-regulated learning removes disinterest and demotivation regarding academics. Objective of the study was to compare public and private sector secondary school students on academic achievement, mathematics’ engagement and self-regulation. The descriptive research design was used to find out difference in public and private sector secondary school students on academic achievement in mathematics, mathematics’ engagement and self-regulation in students learning. Three research instruments were used in present survey study. Students’ engagement in mathematics classroom, a questionnaire on self-regulated learning, mathematics achievement test were used to investigate the impact of self-regulated learning on students’ achievement and engagement in mathematics classroom in public and private sector secondary schools. By using proportionate random sampling technique, eighty schools were selected from the list of schools taken from internet sources.. Both descriptive (Mean Score) and inferential statistics (t-test) were employed. Findings of the study were obtained by comparing self-regulation, engagement and mathematics achievement that in private secondary school students were better than public sector secondary schools. This study might be helpful for school administrators.

The study examined effect of blended learning instructional strategy on secondary school students’ academic achievement in mathematics. Thestudy employed a quasi-experimental research design method. Three hypotheses guided the study. A sample size of 76 senior secondary II studentsdrawn from two schools were assigned to experimental and control groups, using intact class. The instrument was mathematics achievement test(MAT) with reliability co-efficient value of 0.72 obtained from Kuder-Richardson formula 21.The results of the study show significant difference inthe pretest and mean scores of both students in experimental and control groups with calculated F- value of 34.530 > critical F- value of 3.03, df =1 and 74 at 0.05 level of significance.. The result further revealed significant difference in the mean achievement scores in mathematics betweenstudents in experimental and control group with t- calculated 3.543, df = 74 and sig. (2 tailed) = 0.26. The results also show no significant differencein the mathematics mean achievement scores between male and female students exposed to experimental condition with t- calculated .273, df = 32and sig. (2 tailed) = .547. Far reaching recommendations were provided for adoption of blended learning instructional strategy in teaching secondaryschool mathematics.Keywords: Asynchronous Learning Environment, Blended Learning Instructional Strategy, Computer Mediated Instruction, F2F, Gender

Aim: The present study aimed at the correlation between self-esteem, locus of control and academic achievement of secondary school students in Mathematics.
 Study Design: Correlation Survey Research Design.
 Place and Duration of Study: The study was conducted among senior secondary school students from the six education zones in Anambra state.
 Methodology: This study was conducted among 18,297 senior secondary school students from the six education zones in Anambra state. The multistage sampling procedure was adopted to select a sample of 895 SS II students from Awka education zone. The instruments for data collection were; the self-esteem scale developed by Hare in 1975, the locus of control scale developed by Aston Trice in 1985. These instruments were examined and its usability and validity in Nigeria reported. The student’s terminal results in mathematics were gathered in order to measure student’s academic achievement scores in mathematics. The reliability of the instrument was as follows The Hare self-esteem scale was subjected to a test-retest reliability and indicated a good stability r = .56 to .65 for the three sub-scales and r = .74 for the general scale. The administration of the instrument was done through direct delivery approach. By this method, copies of the questionnaire were distributed personally to the respondents (SS II students) by the researcher with the help of the regular teachers from each school sampled, the teachers will be trained and enlightened on the research assistant’s role. Data relating to research question 1 and 2 was analyzed using Pearson product moment correlation coefficient, while research question 3 was analyzed using simple regression analysis. The research hypotheses raised were analyzed using multiple regression analysis. Multiple regression analysis determined the R, R – squared and R2 adjusted. The significant value on the coefficient table was used to test hypotheses 1 – 4, while the R, R – square and R2 adjusted coefficients were used to establish the percentage correlation among self-esteem, locus of control and academic achievement.
 Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. The study also revealed that, there is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed a moderate positive relationship of 0.562 exist among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics, similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.
 Conclusion: Based on the analysis, it was concluded that, the absence of self-esteem and locus of control among students can lead to early discouragement, and in turn propel/ lead to poor academic achievement in core subjects despite the relevance of these subjects to academic growth and development. This can result in lack of interest and perseverance at school tasks, and ultimately, they may find it easier to avoid potential damage that might occur due to attributing failures to their own fault or ability.

The study examined the effect of reversed jigsaw instructional strategy on pupils’ academic achievement in Mathematics. The study adopted a quasi-experimental research design. Two public primary schools were randomly selected to participate in the study. One validated and reliably tested research instrument titled ‘Mathematics Achievement Test’ (MAT) was used. The reliability index of MAT was determined using Pearson Product Moment Correlation (PPMC). Two research hypotheses were formulated and tested at a standard level of significance with an Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had a significant effect on pupils’ academic achievement in mathematics. However, the interaction of treatment and gender did not have any significant effect on pupils’ academic achievement. Based on the findings, it was concluded that reversed jigsaw instructional strategy can improve the academic achievement of pupils. Based on the conclusion, it was recommended that teachers should be trained in the use of the strategy.

This study examined teachers’ experience and motivation as predictors of students’ academic achievement and interest in mathematics in Delta North Senatorial District. Two research questions and two corresponding hypotheses that guided the study were answered and tested, respectively. The study employed the correlational research design. Three research instruments which are the Teachers’ Demographics and Motivational Level Questionnaire, Students’ Interest Questionnaire and Students’ Mathematics Achievement Score were used to collect the data analyzed for this study. The data obtained from the study were analyzed using, Canonical Correlation, Multiple Regression. The result obtained from the study revealed that Experience was found to be a significant predictor of students’ academic achievement in mathematics, but did not significantly predict student interest in mathematics. Motivation was also, a significant predictor of academic achievement, but not a predictor of student interest. The combination of the teacher variables highly predicted student academic achievement in mathematics and explained a very large variance in the dependent variable with Motivation being a higher unique contributor in the variance explained than teachers’ experience. The combination of the teachers’ variables did not significantly predict students’ Interest in mathematics. It was recommended that mathematics teachers that are experienced should be made to teach mathematics at the Senior Secondary level in schools and as much as possible, these teachers should be motivated (monetary and non-monetary) by their employers.

This study examined the effect of improvised instructional materials on students’ academic achievement in mathematics. The purpose of this study geared towards determining the impact of improvised instructional materials on students’ academic achievement in mathematics. The study was directed by two research questions and two hypotheses. Determining the effect of improvised instructional materials on junior secondary school (JSS) students’ academic achievement in mathematics and investigate the effect of improvised instructional materials on the academic achievement of students in mathematics to gender. Quasi-experimental design was employed in this study. The population included 1,546 JSS II students from 34 public secondary schools in Ogbia Local Government Area, Bayelsa State, with a sample of 80 students selected through simple random sampling from two schools, one serving as the experimental group and the other as the control group. Each group consisted of 40 students (22 males and 18 females). The Mathematics Achievement Test (MAT), developed by the researcher, was used as the research instrument, and a test-retest procedure established its reliability at 0.77 using Pearson Product Moment Correlation Coefficient (PPMCC). Mean and standard deviation were used to answer the research questions and t-test analysis applied to test the null hypotheses at a 0.05 significance level. The findings indicated a significant difference in the academic achievement of mathematics students, suggesting that improvised instructional materials were a more effective learning method in contrast to the traditional method. This implies that improvised instructional material plays a vital role in improving mathematics students’ academic achievement. Therefore, it was recommended that mathematics teachers incorporate improvised materials in their teaching and that the government provide funding to support this initiative.

The study investigated the effect of problem based learning instructional strategy on students’ academic achievement in mathematics. It is a 2 x 2 x 3 pre-test, post-test quasi experimental factorial design. The population comprised of all senior secondary two students (SSII) in Somolu Local Government Area of Lagos State. Proportionate sampling technique was used to select six (6) equivalent co-educational senior secondary schools that are distinctively located from one another within the Local Government area. Random sampling technique was used to select one hundred and twenty-three (123) students as sample. Problem Solving Achievement Test in Mathematics (PSATM) was the tool used for data collection. It was a 8 item essay test poised to test the students’ ability to solve and interpret results in mathematics using the Polya problem solving approach. The tool was subjected to both face and content validity by lecturers in mathematics department. The modified copy was administered on sample outside and a reliability index of 0.54 was gotten. Firstly, the tool was administered on the sampled students since it was an intact class. It was re-arranged before re-administering after the treatment for three weeks. Descriptive statistics (mean and standard deviation), T-test and Analysis of Co-Variance (ANCOVA) were employed to analyse the data collected. Results revealed that students taught mathematics using problem based learning instructional strategy achieved more than the conventional group. The high ability students were significantly better than the average students while the average ability students were significantly better than the low ability students. In addition, both male and female students were positively affected by the approach. Recommendation made were that secondary school teachers should incorporate problem based learning instructional strategy in the lessons. Professional bodies should organize workshops and seminars on how to effectively use problem based instructional strategy in the classroom. Keywords: Problem Based Learning, Mathematics, Academic Achievement, Gender.

This study which adopted the survey design research determined the influence of over schooling on pupil s’ academic achievement in mathematics. The study answered two research questions and tested two null hypotheses. A sample of 400 primary four pupils were selected from public schools using the simple random and purposive sampling techniques for the study. One instrument titled “Mathematics Achievement Test” (MAT) was used for data collection. The reliability of pupils’ MPT was established through Kuder Richardson formula K-R20 which yielded .81. The independent t-test was used to test the two null hypotheses. The two analyses were tested at. 05 level of significance. The findings of the study reveal that pupils in over schooling schools significantly differ in their academic achievement in Mathematics from their counterpart in schools without over schooling and also there is a significant influence of gender on pupils’ academic achievement in Mathematics based on over schooling schools. Based on the findings of this study, it was recommended, amongst others, that policy makers should formulate policies to promote and encourages primary schools over-schooling and also Mathematics teaching and evaluation strategies should be free of gender bias.
 

The study examined the self-efficacy of pupils’ academic achievement in mathematics. The study adopted a correlational research design. A simple random sampling technique was used to select 568 pupils from 14 public primary schools in the research locale. Two research instruments were used for data gathering. The instruments were the Questionnaire on Pupils’ Self-efficacy (QFYPS) and Mathematics Achievement Test (MAT). One research question was raised while two hypotheses were postulated. QFYPS and MAT were validated by lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria. QFYPS and MAT were also tested for reliability using the test-retest method and the reliability coefficients were 0.79 and 0.77 respectively. The research question was answered using Pearson Product Moment Correlation (PPMC) while the two hypotheses were tested using Independent samples t-test. The findings of the study showed that there was a positive relationship between pupils’ self-efficacy and their academic achievement in mathematics. Also, there was no significant difference in the self-efficacy of pupils based on gender. Finally, there was no significant difference in the academic achievement of pupils based on gender. Based on the findings of the study, it was recommended that Teachers and policymakers should implement strategies that enhance pupils' self-efficacy beliefs in mathematics.

Purpose: Underperformance of secondary school students in Mathematics is a great concern to all stakeholders in education sector. Efforts have been made by many researchers to arrest this situation, but it seems unresolved. Therefore, this study examined discipline and professional development as prognosticators of student’s academic achievement in mathematics. The study was led by four hypotheses and relevant literatures were reviewed.
 Methodology: Survey research design was used, and the population comprised all secondary schools in South-West Nigeria. Multistage sampling technique was employed: Simple random sampling technique was used to select three (3) out of the six (6) states in South-West, five (5) Local Government Area (LGA) from each state and from each LGA ten (10) schools and 10 students from each school was selected. In all 3 states, 15 LGA, 150 schools and 1500 students were used. Also, purposive sampling method was used to select two (2) teachers of Mathematics from each school. Thus, a total of three hundred (300) teachers of Mathematics were used for the study. Data collection was done by using Discipline and Professional Development Questionnaire (DPDQ) and Mathematics Achievement Test(MAT) with reliability coefficients of 0.82 and 0.86 respectively and content and face validity of the instruments was established by expert in test construction.
 Findings: The findings clearly revealed discipline and professional development as prognosticators of secondary school students’achievement in mathematics. It can be concluded that the two predictor variables are effective in improving students’academic achievement in Mathematics.
 Unique contribution to theory, practice and policy: This investigation has generated baseline data about the importance of discipline and professional development in schools. It was recommended that eenlightenment programmes should be organized on what should constitute the disciplinary measures to take in schools to improve students’ achievement in Mathematics. When correcting misbehaviour educators should focus on strategies for developing self-discipline and for preventing misbehaviour. There should be regular training and re-training programmes for teachers in schools so as to provide a basis for their own personal improvement with regards to knowledge in their areas of study and, by extension, improvement on the performances of their students. A relevant theory is the Glasser Theory of Classroom Management is based on the principles that the classroom environment and curriculum should create a safe place for learning by meeting the needs for belonging, power, fun and freedom (William 2009) . Glasser also stressed helping the students achieve success by teaching them to make appropriate behavioural choices. According to Glasser, behaviour is a matter of choice. A student's behaviour stems from the choices he or she makes. It's the teacher's responsibility to help the students make good choices, which would result in good behaviour.The Glasser Theory states that teachers should stress student responsibility, establish rules that lead to success, accept no excuses, call for value judgments, suggest suitable alternatives, invoke responsible consequences, be persistent, and carry out continual review. The benefit Glasser believed that students will have is that they will be provided with a choice in deciding the curriculum and classroom rules. This will help the students take ownership of the learning process, leading to increased enthusiasm, confidence and participation.
 Teachers employing the Glasser Theory may need to deviate from the classical classroom structure in order to achieve success. Glasser favours having the students work together in small groups. This fosters a sense of belonging, motivates the students to work for the group, and reduces theirdependence on the teacher. When divided into smaller groups, stronger students will help the weaker students, improving relationships and classroom harmony.The Glasser Theory alone won't eliminate all classroom behavioural problems however. Glasser suggests that the teacher organizes the classroom the best way possible to meet students' needs and then intervene with the supplied strategies to improve behaviour (William, 2009). Even when the theory is followed, Glasser concedes up to 25 percent of students may remain unproductive. This theory therefore cannot be the best for this study. Kohn’s theory of classroom management emphasises curiosity and cooperation above all else. This is true throughout Kohn’s discussions on standards, standardized testing, homework, and classroom management. Kohn believes that the students’ curiosity should govern what is taught inside the classroom

Purpose:
 The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. 
 Methodology:
 In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.
 
 
 
 Findings:
 The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.
 Unique Contributions to theory, policy and practice:
 This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.
 
 The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

The purpose of this study was to investigate the effects of GeoGebra instruction and Team-based learning on senior secondary school students’ achievement in mathematics. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group research design. The sample consisted of 183 students (91 males and 92 females) from three intact classes of three senior secondary schools from Education District V of Lagos State, Nigeria. Simple random sampling technique was used to assign the three intact classes to experimental group I, experimental group II and the control group. Data collected were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Results revealed that there was a significant main effect of treatment on students’ achievement in mathematics in favour of GeoGebra instruction and team-based learning. Gender did not significantly influence students’ achievement mathematics, and there was no significant interaction effect of treatment and gender on achievement in mathematics. The study concluded that the GGI and TBL experimental treatments had better effect on students’ achievement in mathematics than the CLM.