Secondary School Students In Mathematics Research Articles

Relationship among Emotional Intelligence, Self-Efficacy and Academic Achievement of Secondary School Students in Mathematics in Imo State

Aims: The study determined the type of relationship between emotional intelligence and academic achievement of secondary school students, the type of relationship between self-efficacy and academic achievement of secondary school students, the type of joint relationship among emotional intelligence, self-efficacy and academic achievement of secondary school students in Mathematics in Imo state.
 Study Design: Correlational Survey research design.
 Place and Duration of Study: Secondary school II students in Imo State, Nigeria Sample:
 Methodology: The study adopted the correlation survey design. Disproportionate stratified sampling technique was used to select a sample size of 1250 SS II students from a population of 6960 SS II students in government owned secondary schools in Imo state. The instruments adopted for data collection were standardized emotional intelligence inventory (EI) and self-efficacy scale (SES). These instruments were administered using direct delivery approach with the help of regular teachers as research assistants from the sampled schools. Research questions 1 and 2 were analyzed using Pearson Product Moment Correlation Coefficient, while research question 3 was analyzed using multiple regression analysis. The hypotheses postulated was tested at 0.05 level of significance using multiple regression analysis which determined the R, R-squared and adjusted R-squared. The significant value on the coefficient table was used to test hypotheses 1 and 2, while the ANOVA F-ratio, R, R-squared and adjusted R-squared coefficients derived from multiple regression analysis were used to test hypotheses 3.
 Results: The findings of the study revealed a moderate positive relationship of 0.643 existing between secondary school students’ emotional intelligence and their academic achievement in Mathematics, Also, a very low positive relationship of 0.310 existing between secondary school students’ self-efficacy and their academic achievement in Mathematics, a moderate positive relationship of 0.451 existing among secondary school students’ emotional intelligence, self-efficacy jointly with their academic achievement in Mathematics. Furthermore, a significant relationship between emotional intelligence and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship between self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship existing among secondary school students’ emotional intelligence and self-efficacy jointly with their academic achievement in Mathematics in Imo state.
 Conclusion: The conclusion of this study creates an insight on the possible reasons for poor academic achievement in accordance with their personality traits and have provided justification for the expressed concerns.

Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics.
 Study Design: The study adopted the correlational survey design
 Place and Duration of Study: Secondary schools in Anambra state, Nigeria.
 Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis.
 Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960).
 Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

Secondary School Mathematics Students Exploring the Connectedness of Mathematics: The Case of the Parabola and its Tangent in a Dynamic Geometry Environment

Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper discusses how exploration of historically framed conceptualizations of mathematical objects can ...

Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics

This study aims to investigate how learning-relevant cognitive and motivational-affective characteristics, such as pre-knowledge and interest, are intrapersonally connected within students. This person-centered research thereby adds to prior findings by simultaneously analyzing student profiles in the domains of mathematics and German language arts on all school tracks within the German secondary school system. In a subsample of the German National Educational Panel Study involving 10,025 ninth-grade students, a latent profile analysis is conducted to identify student profiles. The results reveal five student profiles in German language arts (strong, struggling [motivation], struggling [cognitive], over,- underestimating) and five student profiles in mathematics (strong, struggling, over,- underestimating, average-uninterested). One of the student profiles, the underestimating student profile, is found most frequently in both domains (Ø32%). Students from higher school tracks, and especially females, are most often allocated to an underestimating profile in both domains. Lastly, the results indicate domain-specific student profiles.

English

Establishing how cognitive conflict is manifested by students is an important first step in understanding how teachers can utilize cognitive conflict to improve students' learning experiences. This paper presents findings from the analysis of qualitative data drawn from a larger study that explored the role of cognitive conflict in promoting students’ conceptual development in mathematics. The study participants were secondary school mathematics students and their teachers drawn from twenty-five public secondary schools in Embu West Sub-County in Kenya. Data were gathered through surveys and semi-structured interviews. The interviews were transcribed and coded, followed by organization of the codes into categories that were used to develop themes. The findings indicate that students experienced cognitive conflict in three significant ways: a moment to (co) construct one’s mathematical meaning, confusion as a result of teacher’s behaviorist stance, and a fleeting moment of magic. The paper recommends that teachers should take advantage of cognitive conflict as a strategy for scaffolding mathematics learning by giving students tasks that provoke critical thinking so that as students work on the tasks, their naïve understandings of the concepts are challenged.   Key words: Cognitive conflict, manifestations, mathematics, meanings, students learning.

Impact of Flipped Classroom on Mathematics Learning Outcome of Senior Secondary School Students in Lagos, Nigeria

This study examined the impact of the flipped classroom on the learning outcome of secondary school students in mathematics in Lagos, Nigeria. It examined the impact of a flipped classroom package (FCP) on post-test performance (PP) and retention performance (RP) of students in Mathematics; it also sought to determine the influence of gender on PP and RP of students towards learning mathematics in the flipped classroom (FC). This is in response to the search for means to reverse the poor performance of students in mathematics O’level West African Secondary School Certificate Examinations. The flipped classroom, an innovative teaching technique, was introduced as a possible corrective that could produce effective student learning engagement and performance. A Quasi-experimental design was adopted and 275 Senior secondary school (SSS) 2 Students, 147experimental and 128 as control (conventional) intact classes, constituted the purposive sampled population for the study. Three research instruments: Flipped Classroom Package, Lesson Note and Performance Test were validated by expects and used for the study. The instruments were also checked for reliability; and the inter-rater reliability coefficient of a developed FC package was 0.79; lesson note, 0.83; and test instrument 0.85. Four hypotheses were raised and tested after 6 weeks of the experiment. The results of the findings indicated that the flipped classroom encourages good performance in mathematics and should, thus, be encouraged in schools for being a student centred learning approach. The study concluses among others that teachers should be encouraged to attend seminars and workshops on the use of the approach for effective performance of the learners.

Concept Mapping Strategy and Academic Performance of Secondary School Students in Mathematics in Calabar Municipality Government Area of Cross River State

This study examined the concept mapping strategy and academic performance of secondary school students in Mathematics in Calabar Municipality Government Area of Cross River State. The independent variables examined include gender, problem solving technique and retention and dependent variable is academic performance of students’ in Mathematics. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. Literature was reviewed based on the variables in the study. The research design was adopted for this study was Ex-post facto design. One hundred fifty (150) SS2 students who offered Mathematics in public secondary schools were randomly selected for this study. The instrument used for data collection was a Mathematics achievement test(MAT) constructed by the researcher. Independent t-test statistic was used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed that there is a significant influence of gender, problem solving technique and retention on the academic performance of SS 11 students in Mathematics who taught Mathematics using concept mapping. Based on the findings of the study, it was recommended among others that, concept map teaching model should be incorporated in the new curriculum to supplement existing methodologies in order to enhance student understanding and linking of concepts. Suggestion for further research was also made.

Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

Concept Mapping Strategy and Academic Performance of Secondary School Students in Mathematics in Calabar Municipality Government Area of Cross River State

Concept Mapping Strategy and Academic Performance of Secondary School Students in Mathematics in Calabar Municipality Government Area of Cross River State

Concept Mapping Strategy and Academic Performance of Secondary School Students in Mathematics in Calabar Municipality Government Area of Cross River State

Concept Mapping Strategy and Academic Performance of Secondary School Students in Mathematics in Calabar Municipality Government Area of Cross River State

Impact of Information and Communication Technology (ICT) on Academic Achievement of Senior Secondary School Students in Mathematics

Impact of Information and Communication Technology (ICT) on Academic Achievement of Senior Secondary School Students in Mathematics

Effects of Mastery Learning Model on Academic Achievement of Secondary School Students in Mathematics

The study aimed to investigate the effects of the Mastery Learning Model (MLM) on students academic achievement in the subject of mathematics at secondary school level in the urban and rural areas of Mardan district, province Khyber Pakhtoonkhwa, Pakistan. It was a quasi-experimental study. The experimental design of the study was pre-test post-test non-equivalent group design. Two public schools from district Mardan were selected purposively. The students of grade 9th from these schools participated in this study. The number of participants was 214. Experimental groups were taught through MLM and control groups were exposed to the Conventional Method of Teaching (CMT). The instruments used for data collection were academic achievement tests. The data were analyzed through an independent sample t-test. The result declared that the performance of the students experimental groups was better than those of the control groups. It was concluded that MLM enhanced academic achievement of students in urban and rural areas of district Mardan

Effects of Mastery Learning Model on Academic Achievement of Secondary School Students in Mathematics

Effects of Mastery Learning Model on Academic Achievement of Secondary School Students in Mathematics

Achievement of Senior Secondary School Students in Mathematics: The Contribution of Intelligence and Socio Economic Status

Achievement of Senior Secondary School Students in Mathematics: The Contribution of Intelligence and Socio Economic Status

EFFECT OF CLASS CLASSIFICATION, CLASS SIZE AND GENDER ON ACADEMIC PERFORMANCE AMONG FATIMA HIGH SCHOOL STUDENTS IN IREWOLE LOCAL GOVERNMENT AREA OF OSUN STATE, NIGERIA

The study investigated the effect of class classification, class size and gender on academic performance. Specifically, the objectives of the study was to evaluate the effect of class classification, class size and gender on academic performance of senior secondary school students in Mathematics and English Language. However, three research questions and hypothesis were designed to guide the study. The study employed expo-facto research design and purposeful sampling technique which is stratified in nature in selecting all one-hundred and eighty nine (189) Grade II (SSS II) students participated in the Unified Promotion Examination (UPE) conducted by Osun State Ministry of Education in May, 2017. In this regards, Grade II students’ scores in Mathematics and English Language was used to proxy academic performance which are disaggregated into three strata such as class stream (Science, Art and Commercial), gender (female and male) and class size (large class size and small class size). Inferential statistics such as t-statistics was used to analyse the generated data. The findings of the study revealed that there was no significant difference between the academic performance of students in Science and Art stream, Science and Commercial stream and Art and Commercial stream while significant difference existed in the academic performance of students in English Language between Science and Commercial stream as well as Art and Commercial stream respectively but in favour of Science class and Art class. The study also indicated that there was no significant difference in the performance of students in both Mathematics and English Language not only on the basis of the number of the students allocated into a class (Class size) but also gender quality (female or male). It was concluded that the explanatory variables such as class classification, class size and gender are not only the necessary condition in determining academic performance among students but also work hand-in-hand with other factors in order to guarantee favourable academic performance. The study recommended intensification of efforts by school authority towards monitoring of students in doing class work, assignment, punctuality in school and re-visitation of the classroom instructional practice by the teachers among others. Article visualizations:

Effects of Computer Assisted Instruction on Secondary School Mathematics Students’ Spatial Ability, Achievement and Attitude in Niger State, Nigeria

This study investigated the effect of computer assisted instruction on secondary school mathematics students’ spatial visualization ability, achievement and attitude in Niger State. Three (3) research questions and their corresponding hypotheses guide the study. The study adopted a quasi-experimental design using pretest posttest non-equivalent, non randomized control group. The instruments for data collection were Geometry Achievement Test (GAT), Spatial Ability Test (SAT), and Mathematics and Technology Attitude Scale (MTAS) validated by six senior lecturers. The target population were all SS II mathematics students in the 150 senior Secondary Schools in three educational zones of Niger State. The sample consisted of 330 SS II (178 males and 152 females) from nine secondary schools. In each school, a stream (arm) of SS II class was randomly selected and used for the study. The three groups were pretested using GAT and SAT to determine their entry-level equivalence, while the post-test instruments are SAT and MTAS administered after six (6) weeks of instruction. The finding of the study revealed that the males outperform than females in spatial ability tasks and had higher positive attitude towards learning mathematics with technology. The study recommend mathematics teachers and instructors should adopt modern teaching pedagogies that are learner-centred and provides platform the development of spatial skills in children and adult a likes.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

ABSTRACTThis paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students’ perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.

Study habits and academic performance of secondary school students in mathematic: A case study of selected secondary schools in uyo local education council

The study examined study habits and academic performance of secondary school students in Mathematics. A case study of selected secondary schools in Uyo Local Education Council. The main purpose of the study was to investigate the relationship between study habits and academic performance of secondary school students in Mathematics. To carry out this study, three research questions and three null hypotheses were raised to guide the study. The population of 1128 Senior Secondary School Two (SS2) students with a sample size of 200 respondents was selected from 5 public secondary schools for the study using simple random sampling technique. A structured questionnaire was used to gather data for the study, which comprises of two sections (A and B), section A comprise of 15 items while section B, comprise of 30 achievement test on mathematics. The reliability coefficient of 0.91 was obtained using spearman Brown formula. Data collected was analyzed using Pearson Product Moment Correlation Co-efficient (PPMC) and tested at 0.05 level of significance. However, the results revealed that there is significance relationship between note taking, students' use of library, time allocation for study and students' academic performance in mathematics. Based on the result of the findings, it was recommended that group guidance should be organized in schools by professional counselors in order to create awareness on how students can develop effective study habits which could lead to good academic performance in mathematics and a functional school library should be mounted in all the secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria.

The Impacts of Implementing Problem-Based Learning (PBL) in Mathematics: A Review of Literature

Mathematics is a subject that relates to the real world and is applied in various fields. However, the teaching and learning of mathematics is more procedural and requires drill and practice. For this reason, students of mathematics become passive receivers who are unable to think mathematically. The literature indicates that Problem-based learning(PBL) is a studentcentered approach that is able to stimulate students’ thinking. Accordingly, the present study investigates the implementation of PBL at school level and the impact of learning mathematics through PBL in secondary schools. The analysis showed that PBL gave positive impact on the secondary school students in mathematics and the approach was found to be applicable in various knowledge domains in mathematics. However, teacher’s role should be explored concurrently with the usage of ICT and the duration of PBL implementation should be considered based on the curriculum objectives, especially in algebra. The study concludes that PBL is able to enhance students’ thinking and soft skill, which are necessary to fullfill the requirement of education in the twenty-first century.

The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.