Senior Secondary School Mathematics Research Articles

The Preparation of Secondary School Mathematics Teachers in South Africa: Prospective Teachers’ Student Level Disciplinary Content Knowledge

Teachers’ content knowledge impacts on what they teach, how they teach and what their students learn. In order to check whether the prospective teachers in a rural South African university know the mathematics content they are expected to teach in the schools, at least at the same depth as their future students expected to attain, the research on the Student-Level Disciplinary Content Knowledge (SLDCK) of a sample of 40 Bachelor of Education (Mathematics) students was conducted. The theoretical framework rests on theories on subject content knowledge of pre-service teachers. The data were generated from the performance of the prospective teachers in two tests on the selected topics in the South African senior secondary school mathematics curriculum and also from document analysis. It was found that the prospective teachers had only limited SLDCK on the topics that they were meant to teach in the schools. An in-depth analysis of the course modules offered at the university also revealed that the prospective teachers’ limited SLDCK was due to the curriculum constraints of the university. Effective teaching measures to close the gap in the SLDCK and changes in the teacher training curriculum of the university are recommended to enhance the preparation of prospective teachers of the country.

Availability and Utilization of Instructional Materials for Teaching Mathematics in Senior Secondary Schools.

The dwindling general performance of students in mathematics has been a source of concern to all stakeholders in education. This study investigated theavailability and utilization of instructional materials for teaching mathematics in senior secondary schools in Ibadan south-west local government, Oyo state, Nigeria. Tworesearch questions were formulated and descriptivesurveyresearch design was used for the study. Simple random sampling was used to select four schools and a sample size of 100 students participated in the study. Two instruments were developed to generate data for the study. The reliability coefficient values obtained were 0.7and 0.8 respectively. Data analysis involved the use of descriptive statistics. The result shows that 100 (100%) of the respondents indicated that textbooks are available, while 4 (4%) of the respondents claimed that textbooks are not available. Also, 99 (99%) of the respondents indicated that chalkboard are available and adequate, while only 1 (1%) of the respondents claimed that Chalkboard are not available. The instructional materials has mean of 2.2. Again, 20% of the respondents claimed that they highly utilized models, 10% indicated averagely utilized, 40% said slightly utilized while 30% indicated not utilized. From the findings on this study almost allthe respondents identified that textbooks and chalkboard are the most available and been utilisedinstructional materials for teaching mathematics in secondary schools.This implies that most schools still stick to conventional „chalk and talk‟ system of teaching mathematics which may not enable secondary school students to compete with their counterparts in the global world. Therefore, Proper utilization of other instructional materials such as models should be utilized to expose students beyond „chalk and talk‟ system of teaching which will also improve academic performance of students.

Indonesian Continuing Professional Development Implementation: Knowledge Development Aspect of Yogyakarta Senior Secondary School Mathematics Teachers

Continuing Professional Development (CPD) contributes to teacher competencies, teaching practice quality, and student achievement. Based on a literature review, we found that there were three aspects of CPD. The CPD aspects that we found were: knowledge development; skill development; and knowledge dissemination. In this study, we focused on describing:(1) the CPD implementation, and (2) the barriers faced by senior secondary school mathematics teachers in Kulon Progo Regency in conducting the aspect of knowledge development. This type of study is descriptive research using a mixed method with convergent parallel design. The research subjects were all senior secondary school mathematics teachers in Kulon Progo Regency who participated in The Indonesian Teacher Competency (Uji Kompetensi Guru) in 2015 and 33 teachers were selected. Data werecollected through a questionnaire, documentation, and interviews, and analysed using descriptive techniques. The results showed that the CPD implementation in the aspect of knowledge development of senior secondary school mathematics teachers in Kulon Progo Regency was poor. The greatest barriers experienced by teachers related to conducting the aspect of knowledge development were an overwhelming workload, lack of selfmotivation, and inadequate place and time. Based on these findings, we suggested that teachers needed to be helped to develop their understanding and awareness of how CPD can improve their competencies, teaching practice quality, and student achievement. We also suggested that the government and stakeholders should encourage and facilitate teachers to participate actively to CPD activities that reach out teachers’ need.

School location and socioeconomic status and patterns of participation and achievement in senior secondary mathematics

In many countries, there is pressure for schools to increase student engagement and skills in mathematics, in particular for disadvantaged students. This is certainly true in Australia. This study repurposes school level data to examine patterns of participation and achievement in senior secondary school mathematics in Victoria, Australia. It confirms that school socioeconomic status (SES) is strongly tied to participation and achievement in these subjects, and that nonmetropolitan schools tend to perform more poorly than metropolitan schools in these areas. It shows that nonmetropolitan schools are less likely to offer advanced mathematics subjects than metropolitan schools, and where they do, their students are less likely to choose those options. This study also reveals that correlations between mathematics performance and SES are far weaker in the nonmetropolitan school population than the metropolitan school population. This suggests that a nonmetropolitan location has a moderating effect on the impact of SES, pointing the way for potentially fruitful lines of future inquiry.

Factorially Derived Cultural Factors of Gaborone Senior Secondary School Students and Mathematics Performance

More work has been done to try and explain why some students tend to perform better than others. The degeneration of students’ performance not only in mathematics but across most subjects in Botswana has been an issue to most stakeholders for quite several years till today.Mathematics performance is closely associated with the scientific and technological innovations worldwide. Countless factors have been analyzed to explain why some students attain higher levels of academic achievement than other students. The purpose of this study was to determine the extent to which cultural factors like gender stereotype, cultural values and language barrier predict the student performance in Mathematics in senior schools in Gaborone, Botswana. Stratified random sampling was used to get a sample size of 300 from senior schools in Gaborone. The inferential survey study used a questionnaire as the main instrument for data collection”. The validity as well as the reliability was assured where the reliability index for the independent variables come out to be all more than 70. Informed consent, confidentiality, privacy were assured to the respondents. Statistical Packages for Social Sciences was used in analyzing data. The results from hierarchical sequential regression showed that gender stereotype was a poor predictor. Cultural values and language barrier significantly predicted Mathematics performance even though it was at a low strength. Based on these results, appropriate discussions and recommendations were made.

Assessment of Human Resource Variables as Correlates of Students’ Performance in Mathematics in Secondary Schools

This study focused on the Assessment of Human Resource Variables as correlates of students’ performance in Mathematics in Secondary Schools in Delta South Senatorial District. The study investigated the relationship between human resource variables and students’ academic performance in Mathematics in Senior Secondary schools. To achieve this purpose, seven research questions and seven hypotheses were raised to guide the study. The theoretical and empirical findings related to the study were reviewed. It was an ex-post facto study with a population of 2,721. A sample of 870 teachers of Senior Secondary Schools were selected through proportionate stratified random sampling techniques from forty Senior Secondary Schools within Delta South Senatorial District. Face and content validity of the instrument used was established. The reliability of the study was determined by the test-retest method and obtained the reliability coefficients 0.72. The scores obtained were analyzed using coefficient of determination and regression method of data analysis. The hypotheses were tested at 0.05 level of significance. Four of the null hypotheses were rejected while three were accepted. The results indicated that staff qualification, teaching experience, specialization of teachers is related to students’ academic performance in mathematics. However, there were no significant relationship between sex, age of teachers and marital status of teachers on students academic performance in Mathematics. From the findings, the study generally recommends that more qualified and professional hands should be encouraged to engage in teaching of mathematics in order to avert the perennial dismal performance of students.

An Investigation of Difficult Topics in the Senior Secondary School Mathematics Curriculum as Perceived by Student Teachers

This study investigates difficult topics in the senior secondary school Mathematics curriculum as perceived by student teachers. The study also investigated the influence of teachers teaching experience and gender differences on their perception of Mathematics topics. The participants consisted of 30 male and 30 female students drawn from two tertiary institutions in Lagos state through stratified random sampling procedure. The relevant data were generated using Mathematics Topic Difficulty Assessment Questionnaire (MTDAQ). The instrument has a reliability of 0.87 when tested during the pilot study. Five hypotheses were formulated and tested all at 0.05 level of significance. Results obtained indicated that there exist a significant difference of teachers teaching experience and there were no significant gender differences on their perception of Mathematics topics. Based on the findings of this study, some conclusions were drawn and recommendations were made.

The effect of behavioural objectives on students’ achievement in senior secondary school mathematics instructions when used as advance organizers

Behavioural objectives were used as advance organizers to teach some senior secondary school year two (SSS 2) mathematics topics. The study adopted a pretest, posttest control group quasi experimental design. Ninety SSS 2 students from two purposively selected senior secondary schools, who were the participants, responded to the researcher developed and validated mathematics achievement test (MAT), the research instrument. The t-test of significance was the main statistical tool used for data analysis. The experimental class which received the advance organizers obtained mean posttest score which was significantly higher than the mean posttest score of the control class. Results revealed that the use of behavioural objectives as advance organizers is an effective strategy for teaching and learning mathematics. The strategy is also capable of improving students’ mastery of content at the comprehension level than at the knowledge level of cognition. Based on the findings, the study recommended that behavioural objectives and other forms of advance organizers should be used by mathematics teachers to complement the teaching of mathematics at the secondary school level.

A Study of Gender Differences in the Attitude of Mathematically Gifted and Non-gifted Senior Secondary School Student in Nigeria.

The aim of the study is to investigate the differences in the attitude of boys and girls who are mathematically gifted or mathematically non-gifted in the Nigerian senior secondary schools. The population for the study was made up Senior Secondary Three students (SS3) of a school in Osun State. The study sample was made up of 150 (69 boys and 81 girls) SS3 students who were selected using stratified random sampling techniques with sex serving as the stratum. Three instruments were used in carrying out this study. The first instrument was an adopted RAVEN‟s Standard Progressive Matrices (SPM). It was a non-verbal assessment of general intelligence in people, applicable to people aged 5 years and over. The second instrument was a self constructed Mathematics Achievement Test (MAT) that covers the first two years of the Senior Secondary School Mathematics Syllabus. The third instrument was an adopted Andy (2007) Attitude Scale (AS) which was an adaptation of Fennema and Sherman (1976) AS. The collected data were analysed using t-test. The result indicated that the difference in the general attitude of male and female is significant. However, when considering the componential factors of the AS, it was discovered that there is a significant difference in the attitude of male and female students towards confidence in mathematics (t = 3.96 p <.05). It was also discovered that the male generally, the mathematically gifted male and average male students when compared with the girls showed a significantly more positive attitude towards confidence in mathematics (t = 3.8 and 2.92 respectively). While the girls generally and the underachiever girls when compared with the boys showed that they have a significantly more different negative feelings towards mathematics (t = -3.06 and -2.47 respectively). Based on these findings it is believed that boys‟ higher confidence in mathematics can encourage their pursuit of mathematics in their further studies and future career. However, the conclusions in this study are tentative. More research is needed.

Socio-economic background and the relative efficacy of self drills on factual recall and students’ achievement in mathematics in senior secondary schools in Nigeria

This is an investigation of the moderating effect of socio-economic background on the relative efficacy of self drills on factual recall and students‟ achievement in Mathematics in senior secondary school. The aim was to facilitate the improvement of factual recall and academic achievement among students of diverse socio-economic backgrounds. The study adopted an experimental research design using a 2&times;3 pre-test, post-test, randomized factorial design. Sample consisted of 120 Senior Secondary School Two (SS2) students. Four null hypotheses were tested at 0.05 levels while three instruments (Socio-Economic Demographic Form, 20 item Word Recall Test and Mathematics Achievement Test) were used for data collection. Analysis of data using MANOVA, t-test, pair-wise comparison and descriptive statistics on the SPSS package revealed relative efficacy of self drills in fostering factual recall and achievement in Mathematics. There was significant moderating effect of socio-economic background on the effect of the treatment on achievement but no effect on factual recall. It is recommended that schools should organize periodic workshops to train students on how to effectively use self drills and other learning strategies.Keywords: self drills, factual recall, mathematics achievement, socio-economic background

Effectiveness of Selected Teaching Strategies in the Remediation of Process Errors Committed by Senior Secondary School Students in Mathematics

The purpose of the study was to determine the effectiveness of selected teaching strategies in the remediation of process errors committed by students in mathematics in senior secondary schools. Four hypotheses were formulated to guide the study. The study employed the quasi-experimental design. Sample for the study consisted of two hundred and seven (207) students drawn from six senior secondary schools randomly selected from the three hundred and sixty senior secondary schools in Edo State. The Diagnostic Test on Mathematics (DIATOM) was used to collect data for the study. Data collected were analysed using analysis of covariance (ANCOVA) and z-test for two population proportions. Results of data analysis revealed that the direct instruction was a more effective strategy for the remediation of process errors committed by students in mathematics. Sex and school location were shown not to have had any significant influence on the effectiveness of either strategy. The study recommended that enough practice activities should be given to students during class sessions to assist them develop mastery of content taught.

Knowledge of English language as a predictor of students\' cognitive achievement in senior secondary school Mathematics

In this paper, the authors, using ex-post-facto procedure, attempted to show the effect of knowledge of English language on students\' cognitive achievement in senior secondary school mathematics. In all 504 SS II students, comprising 252 males and 252 females were sampled, using cluster sampling technique. Using simple regression analysis, the findings showed that knowledge of English language appears to be a predictor of students\' cognitive achievement in mathematics even irrespective of gender. The implications of the study as well as suggestions for improving the teaching and learning of mathematics at the senior secondary school level were highlighted. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 9 2007: pp. 80-84

Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics

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

Contribution of continuous assessment to student learning in mathematics in senior secondary schools: case study of the Birim South district

The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, assessment form and the components of continuous assessment comprising test/quizzes, class exercises, project work /home work, contribute to students' end of term examination performance. The study sample was selected from students in the second year of the five senior secondary schools in the Birim South District of the Eastern Region. Multi-stage stratified random sampling method was used to select three classes from each of the schools, yielding a total sample of two hundred and forty-five (245) students for the study. The performance scores of the students in Mathematics were analyzed for the study. The analysis of the results of the study showed that Students are actually motivated by continuous assessment to learn better, Teachers output was greatly affected by the filling and completion of continuous assessment record format. The study recommends among others that test/quizzes and project work/homework should be given high 40% each of the 30% continuous assessment weighting since these predict the occurrence of end of term examination scores. Another major recommendation from the study is that moderation should be carried out efficiently to make the scores students obtain acceptable by being valid and reliable. Mathematics Connection Vol. 5 2005: 15-28

Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving

This paper reports on a three year study of patterns of student-student social interaction that mediated metacognitive activity in senior secondary school mathematics classrooms. Transcripts of small group problem solving were analysed to determine how a collaborative zone of proximal development could be created through interaction between peers of comparable expertise, and to investigate conditions under which such interaction led to successful or unsuccessful problem solving outcomes. Unsuccessful problem solving was characterised by students' poor metacognitive decisions exacerbated by lack of critical engagement with each other's thinking, while successful outcomes were favoured if students challenged and discarded unhelpful ideas and actively endorsed useful strategies. In reconceptualising metacognition as a social practice, the study contributes to the growing body of research applying sociocultural theories to understand learning in mathematics classrooms.