Abstract
The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17
Highlights
The Nigerian society is aware of the importance and tremendous application of scientific knowledge
This study focused on the effect of parent supportiveness, students’ locus of control and gender on the achievement of students in senior secondary mathematics
The significant main effect of treatment on student achievement in Mathematics agrees with the finding of Okebukola (1984, 1985) and Iroegbu (1998)
Summary
The Nigerian society is aware of the importance and tremendous application of scientific knowledge. Science Technology and Mathematics (STM) are important and mutually dependent there is need to embed mathematical, scientific and technological knowledge in everyday life. Mathematics has been highlighted as a very important subject which is experiencing difficulties and the state of mathematics in Nigeria is a matter of concern. The low levels of attainment of students in mathematics at every segment of educational system have given mathematics and even mathematics educators a high level of concern which is so because of the universally held assumption of the importance of the subject to the growth and development of mankind (Akinsola, 1999). Adepoju (1991) describes the approach used by many teachers of mathematics as one which does not give room for students to develop their intuition, imagination and creative abilities Inadequate number of qualified and interested teachers have been identified as one of the problems, gender stereotyping, motivation, Lecture method have been highlighted as part of the problems. Adepoju (1991) describes the approach used by many teachers of mathematics as one which does not give room for students to develop their intuition, imagination and creative abilities
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