This study examined the impact of NCE trainee and graduate mathematics teachers on the achievement of JSSII students in geometry in Katsina-Ala, Benue State, Nigeria. 320 students from 8 secondary schools were sampled using random sampling. A pre-test, post-test design was used where intact classes were randomly assigned to trainee and graduate teachers. Students taught by NCE graduate teachers achieved higher in geometry than those taught by trainees. The study also found that female students achieved at the same level as males, regardless of whether they were taught by trainees or graduates. It was recommended that more attention be paid to training NCE trainee teachers and supporting female students in geometry.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
The Application of Bruner’s Learning Theory on Teaching Geometric at Smp Nege...IJAEMSJORNAL
This study aimed to find out the activity and learning outcomes of the eight grade mathematics students at SMP N.2 Sipahutar in academic year 2017/2018 on the application of Bruner's theory on the subject of parallel lines. The subject of this research was the eight grade students of SMP N.2 Sipahutar in academic year 2017/2018, while the object of research was the result of learning and students’ activity while learning with the application of Bruner's theory on the subject of parallel line. This research was a descriptive research, and the instrument of data collection used was the test in the form of description and students’ activity observation sheet. Based on the result of data analysis, the results of the research are: (1) The average score of learning result obtained by students is 24.64 with the average grade 77.02 or with the percentage of mastery level of 77.02%. It shows that the students' level of mastery is still classified as moderate. (2) Student's learning completeness: a) Persuasion ability, many students who completed the study were 27 students, while the unfinished study was 4 students, b) Classical absorption, from 31 students there are 27 students or 93.55% completed the study, while the unfinished study is 4 students from 31 students or 6.45%. It shows that classically, the students' learning completeness is achieved; (3) Achievement of specific learning objectives was over 65.0%. (4) Students’ activity, activity level on first learning is equal to 75,71 and the mean of students’ activity reliability level is equal to 82,62%; students’ activity level on the second learning is equal to 88,82 and the mean of students’ activity reliability level is equal to 84,61%, it concluded that there is increase of students’ activity during learning.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
The Application of Bruner’s Learning Theory on Teaching Geometric at Smp Nege...IJAEMSJORNAL
This study aimed to find out the activity and learning outcomes of the eight grade mathematics students at SMP N.2 Sipahutar in academic year 2017/2018 on the application of Bruner's theory on the subject of parallel lines. The subject of this research was the eight grade students of SMP N.2 Sipahutar in academic year 2017/2018, while the object of research was the result of learning and students’ activity while learning with the application of Bruner's theory on the subject of parallel line. This research was a descriptive research, and the instrument of data collection used was the test in the form of description and students’ activity observation sheet. Based on the result of data analysis, the results of the research are: (1) The average score of learning result obtained by students is 24.64 with the average grade 77.02 or with the percentage of mastery level of 77.02%. It shows that the students' level of mastery is still classified as moderate. (2) Student's learning completeness: a) Persuasion ability, many students who completed the study were 27 students, while the unfinished study was 4 students, b) Classical absorption, from 31 students there are 27 students or 93.55% completed the study, while the unfinished study is 4 students from 31 students or 6.45%. It shows that classically, the students' learning completeness is achieved; (3) Achievement of specific learning objectives was over 65.0%. (4) Students’ activity, activity level on first learning is equal to 75,71 and the mean of students’ activity reliability level is equal to 82,62%; students’ activity level on the second learning is equal to 88,82 and the mean of students’ activity reliability level is equal to 84,61%, it concluded that there is increase of students’ activity during learning.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
Abstract: This study was carried out in Nyamira South District, Nyamira County in the Republic of Kenya. This study was compelled by the frequent low performances of students in KCSE each year when results are released. The purpose of the study was establish the pedagogical influences on students’ academic achievements, teaching learning facilities, teachers’ motivation and teachers’ professional experience on students’ academic performance. The study established curriculum delivery based factors leading to differences exhibited by different secondary schools in the district. Descriptive survey design of the ex post facto type was used. The location of the study was Manga in Nyamira County- Kenya where dismally low performance has been perennially exhibited. The Districts Education Officers (DEOs), Head the Education department at the sub county while the county is under the County Director of Education. The population constituted 18 public secondary schools in Nyamira South District with a total 225 teachers and 2800 students. The sample constituted of secondary schools which have presented student for KCSE at any one time that is 18 public secondary schools 23 teachers , 280 students which is 10% the population (Mugenda & Mugenda 2003) and 1 District Education Officer. Simple random sampling was employed to obtain student sample obtained through stratified random sampling. It reveals that pedagogy influences performance, these findings indicate that different pedagogy employed determines the performance outcome. Majority of the respondents prefer that learners centred types of pedagogy are best related to good performance unlike the lecture- teachers centred teaching method which many felt is a factor towards poor performance and High level motivation of teachers increase morale in terms of rewards and remuneration will increase the morale of teachers hence committed to their work reducing absenteeism and changing their altitude which will lead to syllabus coverage and like of profession leading to learners confidence and eventually improved good performance in public secondary school in Manga in Nyamira County.
EVALUATE THE AFFECTED FACTORS ON STUDENTS’ MATHEMATICS PERFORMANCE IN RURAL A...ijejournal
Student’s ability in mathematics is an important component regarding with their cognitive achievement. There is a general assumption among educationists that mathematics can develop people’s logical and analytical thinking. G.C.E. ordinary level exam in the Sri Lanka is an important stage to make a clear
picture of student’s mathematical ability in Sri Lanka. Unfortunately, student’s results regarding with mathematics is so week in Sri Lanka. This study aimed to find the affected factors on student’s mathematics performance. This study has done as a case study in Passara educational zone, Sri Lanka. Multiple liner regression analysis used as the estimation technique. This study finalized that tuition class hours, education level of the most helpful person for student’s education at home and student teacher ratio at class room in school make significant effect on student’s mathematics performance. So, it’s clear that to improve the results regarding with mathematics in considering area should improve and provide the educational sources for students.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Impact of nce mathematics trainee and graduate teachers on
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
81
Impact of NCE Mathematics Trainee and Graduate Teachers on
JSSII Students’ Achievement in Geometry in Katsina-Ala of
Benue State, Nigeria: A Comparative Analysis.
O’kwu, Emmanuel Ijenkeli1*
and Ako, Benjamin Tavershima2
1
Department of Curriculum and Teaching, Benue State University, Makurdi, Nigeria.
2
Department of Integrated Science, College of Education, Katsina-Ala, Nigeria.
*okwuemma@yahoo.com
Abstract
The study sampled 320 JSSII students from 8 secondary schools in Katsina-Ala local Government Area through
random sampling technique. Geometry Achievement Test (GAT) was used for data collection. A pre-test, post-
test non-equivalent control group design was adopted for the study where intact classes were randomly assigned
to trainee and graduate treatments. Mean and standard deviations were used to answer the research questions
while hypotheses were analyzed using Analysis of Covariance (ANCOVA). The study found that students taught
by NCE trained teachers achieved higher in Geometry than those taught by NCE trainee teachers irrespective of
gender. The finding also revealed that female students achieved at the same level in geometry as their male
counterparts as intra instruction performance recorded from either NCE trainee or NCE graduate teachers. It was
therefore recommended that the government should pay special attention to teachers’ education especially NCE
trainee teachers. The NCE trainee teachers were also required to give in-depth attention to female students while
teaching geometry.
Key Words: Mathematics, Education, Geometry, NCE Trainee Teachers, NCE graduate Teachers, Gender,
Achievement in Mathematics.
Background to the study:
Mathematics is one of the core subjects in primary and secondary levels of education in Nigeria and is used to
determine those qualified or not to enter the tertiary level of education (Kurumeh, 2009). Despite this, students
tend to perform poorly in mathematical concepts especially geometry. WAEC (2002) and (2008) for example,
consistently observe that among all the topics in secondary school mathematics, the one towards which students
have shown negative attitude is geometry.
Previous research reports have indicated that the dislike and downward trend of students’ performance in
mathematics, particularly geometry could be attributed to inadequate knowledge of mathematics teachers who
may be charged to teach mathematics irrespective of such teachers’ background in mathematics and the ill-
preparation by teachers to explore all forms of instructional skills (Arung, 2009). Because of the faulty
foundation, some students grow to perceive mathematics as a difficult, tedious and brain stressing exercise. For
this reason, The WAEC Chief Examiner’s Report (2009) suggests that teachers should help students improve
their achievement in mathematics by reducing its abstraction, and remove their apathy and fear of the subject. It
is therefore, necessary to explore the quality of interventions that could be applied; such as qualification and
experience in order to ascertain their effects on geometry achievement.
This implies that students taught by NCE trainee teachers may record poor performance compared to those
taught by NCE graduate teachers at secondary level or vice-versa. Vigdor (2007) for instance, asserted that
teachers with professional background are more effective than those without professional background. One is
therefore, tempted to link the poor students performance in geometry to the qualification of the teacher. The
forgoing therefore, prompted the researcher to investigate the impact of NCE mathematics trainee and graduate
teachers on the achievement of students in geometry at the junior secondary II level.
More so, differences in male and female students’ achievement in mathematics have worried scholars in the field
of mathematics. Obodo (1991) blamed the discrepancy of the sex achievement in mathematics on parental
upbringing when he wrote, “Parents in early stage of life socialize the females out of mathematics achievement”.
Emelone (1993) inferred in her work on factorization of algebraic expressions that under the same conditions,
males tend generally to achieve better than females. Thus, the gender dimension of geometry achievement when
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
82
taught by NCE trainee and graduate teachers is also ascertained.
Theoretical /Conceptual Issues
Piaget’s equilibrium theory propounded by Jean Piaget (1896-1980) states that an organization attempts to
maintain itself in a state of equilibrium. When it takes in (assimilates) food, there is a corresponding adjustment
to the ingested substance; the substance is accommodated. The central theme of Piaget’s theory of cognitive
development is the process of equilibrium. It occurs when the organism tries to resolve the discrepancies in
adaptation. The theory adequately relates to the present study because it emphasizes innovation in learning
through interest to maintain equilibrium, implying that any improvement in the teaching of mathematical
concepts such as geometry will cause a proportionate improvement in students’ achievement in the concept. This
correlation potential therefore entails that if NCE trainee and graduate teachers would sufficiently arouse the
interest of their students in geometry, such students will record high achievement in these concepts.
Conceptually, Abah (2007), defined a qualified teacher as one who posses professionally based knowledge in
the theory and practice of education and who find job satisfaction in the belief that he is making an important
contribution to social, cultural and economic development of his country. Teachers that are qualified to teach
mathematics at the junior school level are therefore, holders of NCE, B.Ed/B.Sc(Ed) and M.Ed in Mathematics
education. Teachers’ experience is measured in terms of the number of teachers in a district with five or more
years of employment as a classroom instructor (Abdullahi, 1991). According to Telima (2011), geometry is an
aspect of mathematics which deals with the study of different shapes. The shapes may be plane or solid. A plane
shape is a geometrical form such that the straight line joining two points on it wholly lies in the surface. A solid
shape on the other hand is bound by surfaces which may not wholly be represented on a plane surface. Geometry
is one of the core parts of mathematics and often claimed to be amongst the most feared and hated by students.
Empirical Studies
Achor, Imoko & Ajai (2010) in their study titled “sex differentials in student’s achievement and interest in
geometry using Games and Simulation technique”, used simple random sampling of hat and draw to sample 287
SS1 students comprising 158 boys and 129 girls from Gwer-West LGA of Benue State. The study adopted a
quasi-experimental design, data generated using Geometry Achievement Test (GAT) and Geometry Interest
Inventory (GII) were analyzed using ANCOVA. Findings reveal that, Games and Simulation arouses students’
interest and enhance achievement in geometry, however with no gender difference. This study relates to the
present study due to its focus on sex differentials in students’ achievement and interest in geometry. One of the
objectives of the present study is to determine if there are any gender differences on students’ achievement when
taught by NCE trainee teachers.
Nsuh (2001) studies the contribution of teachers of forms two and three levels to the poor performance of
students in mathematics, to find out why a drop in performance starts at these levels and suggest possible
measures for averting the poor performance at these forms. With 96 teachers as sample, questionnaire as
instrument of data collection, and analysis by frequency count and Chi-square, it was found that teachers of these
forms were not exposed to in-service training or workshops, did not cover all the topics in the scheme and did
not make assignments compulsory. It was recommended that teachers with long teaching experiences should be
assigned to teach forms with teaching aids to make their lesson lively. This study has direct nexus with the
present study since both are focused on the teacher as a variable and his influence on students’ performance in
mathematics.
In his study titled teachers qualification as a factor in mathematics achievement of male and female secondary
school students to determine whether qualification plays a major role in the achievement of male and female
students, Gwanyama (2005) randomly sampled 160 students by simple balloting. Using an instrument consisting
of 25 structured response test items and analyzing with ANOVA and t-test, it was found that mathematics
teachers with professional background were more effective in teaching than those without professional
background and that male and female students benefited from the trained mathematics teachers. Both the focus
of this study and the present study are on teacher qualification hence their close linkage.
Arung (2009) carried on his study on The Effects of Teachers Qualification on Students Achievement in Senior
Secondary School Certificate Examination in Mathematics”. Using 15-item Likert Scale as an instrument for
data collection, he distributed two hundred and eighty six (286) questionnaires to two hundred and fifty (250)
students and thirty six (36) teachers from five secondary schools in Zango Kataf Local Government Area of
Kaduna State. The data which was analyzed using simple percentages revealed that unqualified teachers do not
cover their syllabus and this has negative effects on the students. It however found out that unqualified teachers
motivate their students to understand the topic they teach. Arung’s (2009) study is relevant to the present study
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
83
since both are interested in determining the impact of teacher qualification on secondary school students’
performance in mathematics.
Adeyemi (2008) conducted a study on teachers teaching experience and students learning outcomes in secondary
schools in Ondo State, using a correlational survey design. A stratified sampling technique was used to sample
180 schools. An inventory and a semi-structured interview schedule were instruments used to collect data for the
study. The data collected were analyzed using chi-square test, correlation analysis and t-test. The semi structured
interview was conducted with selected principals and responses analyzed through content analysis. The findings
revealed that teachers teaching experience was significant with students learning outcome as measured by their
performance in the SSCE examinations. It was recommended that government should encourage experienced
teachers to stay on the job by providing them with more incentives and better promotional prospects.
Although a plethora of studies have been conducted on teacher qualification/ experience and students’
achievement in Geometry as shown in the review of empirical literature, none of these studies attempted a
comparative analysis of the impact of NCE trainee and graduate teachers on students’ achievement in Geometry,
even though most researchers emphasized the significance of qualification and experience to students’
achievement. This study is therefore, undertaken to bridge this gap.
Methodology
The study utilized a quasi-experimental study design since it is not possible to have complete randomization of
the subjects. Therefore, to indicate their equivalence, pre-test was used. Intact classes were randomly assigned
to NCE trainee and graduate teachers by hart and draw. Both the NCE trainee and graduate teachers were given
the same pre-test and a post-test after the treatment. A sample size of three hundred and twenty (320) students;
160 each taught by NCE trainee and graduate teachers, was drawn from the target 3823 JSSII students through
the simple random sampling technique by balloting.
An instrument, Geometry Achievement Test (GAT) was used for data collection. GAT was a binary
(dichotomous) test developed by the researcher and validated by experts from Mathematics Education in Benue
State University Makurdi. It had thirty items each with four options, but marks allocated on binary ground
(right/wrong), developed from the unit of geometry taught at junior secondary school II. These topics included:
polygons and their properties; Pythagoras theorem and its application; angles of elevation and depression;
calculation of lengths and areas of triangles, rectangles, circles and sectors; and calculation of volumes of
cuboids, cylinder and cone. The instrument was administered after six weeks of the experiment.
A total of eight (8) schools were used for the study out of which four (4) schools were randomly selected where
the JSS II students’ were taught by NCE trainee teachers, while in the remaining four (4) schools where the JSS
II students’ were taught by NCE graduate teachers.. The NCE trainee and graduate teachers were assigned to
different schools so as to avoid leakage of information from students’ interactions.
Data Presentation and Analysis
Table 1 shows the mean and standard deviation for students taught by NCE trainee teachers and those taught by
NCE graduate teachers using Geometry Achievement Test ( GAT). The mean scores of JSSII students taught by
NCE trainee and graduate teachers are 55.5 and 13.49, while their standard deviations are 1.06 and 3.71,
respectively, leaving a mean difference of 7.94. This shows that JSSII students taught by NCE graduate teachers
recorded higher mean achievement scores, and their scores deviated less significantly from the mean scores than
their counterparts who were taught by NCE trainee teachers.
In Table 2, the mean scores of males and female students taught by NCE trainee teachers using GAT are 18.52
and 7.46 resulting to a mean difference of 11.06, while their standard deviations are 3.60 and 7.14, respectively.
This implies a wide disparity in the mean achievement scores of male and female students taught geometry by
NCE trainee teachers. Also, the mean scores of male and female students taught by NCE graduate teachers are
24.73 and 13.18 resulting to a mean difference of 11.55, while their standard deviation are 5.06 and 11.49
respectively, leaving a mean difference of 6.43. This implies that a wide disparity exists in the mean
achievement scores of male and female students taught Geometry by NCE trainee and graduate teachers. The
mean achievement scores of the students tend to be higher when taught by NCE graduate teachers for both male
and female students, than when taught by NCE trainee teachers.
Hypothesis Testing
HO1: There is no significant difference between the mean achievement scores of JSS II students in geometry
taught by NCE trainee teachers and those taught by NCE graduate teachers.
From table 3 above the difference observed between mean achievement scores of NCE trainee and graduate
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
84
teachers is significant in favour of the graduate teachers (p=.017<.05) and high effect size (Eta-
squared=.832).The null hypothesis is therefore, rejected and an alternative hypothesis is adopted , that there
exists significant difference between the mean achievement scores of JSS II students in geometry taught by NCE
trainee teachers and those taught by practicing NCE teachers.
HO2: There exists significant difference in the mean achievement scores of male and female students taught by
NCE trainee and graduate teachers in Katsina-Ala local government area of Benue state.
In moderating the effect of sex on method using sex as the moderator, the result showed that the difference
observed in the mean achievement scores of male and female students taught by NCE trainee and graduate
teachers is statistically significant, (p=.037<.05) and low effect size (eta squared =.017). Thus the null
hypothesis is rejected.
Discussion of Findings
The two-way analysis of covariance (ANCOVA) conducted to test the significance of the difference in JSS II
students’ achievement scores in Geometry shows that JSS II students taught by NCE graduate teachers had
higher mean achievement scores in geometry than those taught by NCE trainee teachers. This is because
students taught by graduate teachers achieved significantly higher in geometry than their counterparts taught by
NCE trainee teachers. This finding is consistent with Gwanyama (2005) who found that mathematics teachers
with professional background were more effective than those without professional background.
Another finding from the study is that there exists significant difference in the mean achievement scores of male
and female students taught by NCE trainee and graduate teachers. This means that the male students taught by
NCE trainee and graduate teachers attain higher level of achievement in geometry than their female counterparts.
Conclusion
There exists significant difference between the mean achievement scores of JSS II students in geometry taught
by NCE trainee teachers and those taught by NCE graduate teachers in Katsina-Ala local government area of
Benue state. Similarly, there exists significant difference in the mean achievement scores of male and female
students taught by NCE trainee and graduate teachers in Katsina-Ala local government area of Benue state.
Recommendations
The Nigerian government in collaboration with Benue state government, should embark on a deliberate
programme of action to encourage the learning of mathematical concepts, especially those perceived by students
as difficult such as geometry, by giving special attention to teachers’ education. This is a guide to the
stakeholders to ensure that only qualified teachers are allowed to teach in both levels of education. The
government can do this by embarking on nationwide/state-wide screening of the teachers to fish-out the
unqualified teachers in public schools; ensuring that NCE trainee teachers who are on teaching practice undergo
intensive supervision and guidance on-the-field training by assigning graduate teachers as supervisors for each
trainee. This will cushion the negative impact that the influence of NCE trainee teachers would have exerted on
the students, especially via their inability to produce effective results in geometry.
Benue State government and Secondary Schools should be provided financial and material incentives to NCE
trainee teachers to assist them while on teaching practice. This is required because the trainees always fend for
themselves and since they are students who hardly have any source of income to cater for their needs, an
incentive from the government can spur them to put more commitment to ensure that students get higher
achievement especially in mathematics concepts like geometry.
References
Abah, C.O. (1997). The Teacher and His Profession, A Public Lecture on the Occasion of WorldTeachers Day,
Makurdi.
Abdudallahi, E.O. (1991). Effect of Teacher Effectiveness on Kwara Secondary School Students’ Achievement
in Mathematics, West African Journal of Education,2(3),11-17.
Achor, E.E; Imoko, B.I and J.T Ajai (2010). “Sex differentials in students achievement and interest in
geometry using games and simulations technique”, Nacatibey faculty of education electronic journal of sciences
and mathematics education (4)(1)1-10
Adeyemi, T.O (2008). Teachers teaching experience and students learning outcomes in secondary schools in
Ondo State, Nigeria. Educational Research and Review,3(6),204-212
Arung, S.M. (2009). “The Effects of Teachers Qualification on Students Achievement in Senior Secondary
School Certificate Examination in Mathematics”, An M.Sc Classwork, Benue State University, Makurdi.
Emelone J.N. (1993). Teaching of factorization in Junior Secondary Two (JSSII): unpublished undergraduate
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
85
Thesis, university of Benin,Edo State.
Gwanyama, P.C. (2005). Teacher Qualification as a factor in Mathematics Achievement of Male and Female
Secondary School Students, Eurasia: Journal of mathematics, science and technology education. 1(2)138-141.
Kurumeh, M.S. (2009). Modernization in Mathematics Education, Makurdi: Azaben Press.
Obodo G.C. (1991). Implementation of the Junior Secondary Mathematics Curriculum in Nigeria: Problems and
remediation in Journal of studies in education. (2) 1, 18.
Nsuh, J.N (2001). Contribution of teachers of forms two and three levels to the poor performance of students in
mathematics, International electronic journal of mathematics education, 2(4)65-69
Telima, A. (2011). Problems of Teaching and Learning of Geometry in Secondary Schools in Rivers State
Nigeria: International Journal of Emerging Sciences (IJES),1(2), 143-152
Vigdor, J.L (2007). How and Why Do Teachers Credentials Matter for Students Achievement? North Carolina:
Celder Press.
WAEC (2002). Chief Examiners’ Report of West African Examination Council.
WAEC (2008). Chief Examiners’ Report of West African Examination Council.
Table 1:Mean and Standard Deviation (SD) of JSSII students taught by NCE Trainee and Graduate Teachers
Teacher
Qualification
Mean Standard
Deviation
NCE Trainee 5.55 1.06
NCE Graduate 13.49 3.71
Difference 7.94 2.65
Table 2: Mean and Standard Deviation (S.D) of male and female JSSII students taught by NCE Trainee and
Graduate Teachers in GAT.
Gender
Mean
Standard
Deviation
Trainee Graduate Trainee Graduate
Male 18.52 24.73 3.60 5.06
Female 7.46 13.18 7.14 11.49
Difference 11.06 11.55 3.54 6.43
Table 3: Results of Two-way ANCOVA Results of Post-GAT
Sources of
Variation
Sum of
Squares
df
Mean
Square
F Sig
Eta
Squared
Corrected
Model
12188.150 4 424.759 4.860 .010* .596
Intercept 19362.703 1 24014.733 175.490 .010* .620
Pre-test 22.560 1 108.541 1.600 .051** .745
Group 29452.197 1 408.841 3.316 0.017* 0.832
Sex 6348.633 1 298.611 21.352 0.037* 0.017
Sex* Group 2063.967 1 185.620 1.3745 0.022* 0.209
Error 161937.086 158 64.878
Total 730991.529 162
Corrected Total 156381.506 161
** = Not Significant’ *= Significant