This study investigated gender differences in mathematics performance among dyslexic and dyscalculic learners in junior secondary schools in Sokoto State, Nigeria. A sample of 827 students, including 423 males and 404 females, was given pre- and post-tests to measure mathematics achievement before and after a 12-week remedial instruction program. The results showed that the experimental groups who received the remedial instruction improved their mean test scores by 54.49%, while the control groups who did not receive the instruction only improved by 0.3%. The findings indicated that the remedial program was effective for dyslexic and dyscalculic students and that there was no significant gender difference in academic performance on the pre
A comparative study of achievement test scores of boys and girls taught throu...Alexander Decker
This study examined the effects of cooperative learning teaching strategies on mathematics achievement by gender. The researchers compared test scores of boys and girls taught sequences and series using Student Teams-Achievement Divisions (STAD). The results showed no significant difference in post-test scores between boys and girls, indicating that STAD helped bridge the typical gender gap in mathematics achievement. Specifically, girls achieved a slightly higher mean score than boys on the post-test, though the small difference was not statistically significant. The study thus concluded that STAD cooperative learning does not produce gender differences in mathematics learning outcomes.
A causal model of selected non cognitive learner’s variables and achievement ...Alexander Decker
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
Teachers` gender and primary school pupils` achievement in mathematics in kenyaAlexander Decker
This study examined the relationship between teacher gender and primary school pupils' achievement in mathematics in Kenya. The study found that there were more male than female mathematics teachers. Female teachers were found to contribute more to higher pupil achievement in mathematics compared to male teachers. Statistical analysis showed a significant relationship between teacher gender and pupil achievement, with female teachers associated with better pupil performance. The study concluded that increasing the number of female mathematics teachers through targeted recruitment and training could help improve pupil achievement in mathematics.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
A comparative study of achievement test scores of boys and girls taught throu...Alexander Decker
This study examined the effects of cooperative learning teaching strategies on mathematics achievement by gender. The researchers compared test scores of boys and girls taught sequences and series using Student Teams-Achievement Divisions (STAD). The results showed no significant difference in post-test scores between boys and girls, indicating that STAD helped bridge the typical gender gap in mathematics achievement. Specifically, girls achieved a slightly higher mean score than boys on the post-test, though the small difference was not statistically significant. The study thus concluded that STAD cooperative learning does not produce gender differences in mathematics learning outcomes.
A causal model of selected non cognitive learner’s variables and achievement ...Alexander Decker
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
Teachers` gender and primary school pupils` achievement in mathematics in kenyaAlexander Decker
This study examined the relationship between teacher gender and primary school pupils' achievement in mathematics in Kenya. The study found that there were more male than female mathematics teachers. Female teachers were found to contribute more to higher pupil achievement in mathematics compared to male teachers. Statistical analysis showed a significant relationship between teacher gender and pupil achievement, with female teachers associated with better pupil performance. The study concluded that increasing the number of female mathematics teachers through targeted recruitment and training could help improve pupil achievement in mathematics.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
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.
This document provides an introduction, rationale, theoretical background and statement of the problem for a thesis that examines the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, it:
1) Discusses poor performance on international math assessments and declining math education in the Philippines.
2) Presents literature showing a relationship between non-cognitive factors like study habits and attitudes on academic performance.
3) Introduces a conceptual framework examining the extent of pupil interest and study habits as inputs and their correlation to mathematics achievement as outputs.
4) Aims to determine the correlation between pupil interest, study habits, and achievement in mathematics for grades 4-6.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
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
This document discusses reasons why students dislike math. It explores three main ideas from literature: math anxiety, lack of motivation, and negative attitudes. Math anxiety is a negative reaction to math that can prevent students from pursuing higher-level math courses. Studies show the affective dimension of math anxiety (feelings of nervousness) correlates more strongly with negative performance than cognitive anxiety (worry). A longitudinal study found students' expectations for success in math and perceived importance of math strongly predict math anxiety and performance more than anxiety itself. A negative attitude where it is socially acceptable to not be good at math may also contribute to disliking the subject. The document seeks to understand the root causes of these issues to help change students' perspectives.
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
Dr. Patricia J. Larke, Texas A&M Universityy, College Station, Texas and Dr. ...William Kritsonis
This study examined gender performance data on Texas math assessments from 2004-2010. The study found:
1) There were no statistically significant differences between male and female scores overall, but males scored slightly higher on most objectives in 2004.
2) By 2010, scores between males and females were more equivalent across objectives.
3) Further analysis of differences by objective could help improve math achievement for all students.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
This study investigated the influence of attitude towards mathematics and study habits on achievement in mathematics among 500 secondary school students in Assam, India. The study found that achievement in mathematics was most closely related to attitude towards mathematics and study habits. Specifically:
1) Attitude towards mathematics and study habits were both significantly positively correlated with mathematics achievement.
2) Boys had higher mathematics achievement and more positive attitudes than girls. English medium students also outperformed Assamese medium students.
3) Attitude towards mathematics accounted for 15.2% of the variation in mathematics achievement, while study habits accounted for 29% of the variation.
4) A regression equation showed that together, attitude towards mathematics and study habits explained 41.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Exploring classroom teachers' awareness of pupils with learning disabilities ...Alexander Decker
This document summarizes a study that explored classroom teachers' awareness of students with learning disabilities in public primary schools in Tanzania. The study found that 15% of students have learning disabilities, higher than estimated rates. However, few teachers were aware of students with disabilities or how to provide appropriate instruction. Teachers identified students with difficulties based on poor academic performance but lacked understanding of learning disabilities. While teachers had some knowledge of inclusive education, their awareness of students' specific learning needs was limited. The study aimed to strengthen teacher skills to improve education for students with disabilities.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
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.
This document provides an introduction, rationale, theoretical background and statement of the problem for a thesis that examines the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, it:
1) Discusses poor performance on international math assessments and declining math education in the Philippines.
2) Presents literature showing a relationship between non-cognitive factors like study habits and attitudes on academic performance.
3) Introduces a conceptual framework examining the extent of pupil interest and study habits as inputs and their correlation to mathematics achievement as outputs.
4) Aims to determine the correlation between pupil interest, study habits, and achievement in mathematics for grades 4-6.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
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
This document discusses reasons why students dislike math. It explores three main ideas from literature: math anxiety, lack of motivation, and negative attitudes. Math anxiety is a negative reaction to math that can prevent students from pursuing higher-level math courses. Studies show the affective dimension of math anxiety (feelings of nervousness) correlates more strongly with negative performance than cognitive anxiety (worry). A longitudinal study found students' expectations for success in math and perceived importance of math strongly predict math anxiety and performance more than anxiety itself. A negative attitude where it is socially acceptable to not be good at math may also contribute to disliking the subject. The document seeks to understand the root causes of these issues to help change students' perspectives.
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
Dr. Patricia J. Larke, Texas A&M Universityy, College Station, Texas and Dr. ...William Kritsonis
This study examined gender performance data on Texas math assessments from 2004-2010. The study found:
1) There were no statistically significant differences between male and female scores overall, but males scored slightly higher on most objectives in 2004.
2) By 2010, scores between males and females were more equivalent across objectives.
3) Further analysis of differences by objective could help improve math achievement for all students.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
This study investigated the influence of attitude towards mathematics and study habits on achievement in mathematics among 500 secondary school students in Assam, India. The study found that achievement in mathematics was most closely related to attitude towards mathematics and study habits. Specifically:
1) Attitude towards mathematics and study habits were both significantly positively correlated with mathematics achievement.
2) Boys had higher mathematics achievement and more positive attitudes than girls. English medium students also outperformed Assamese medium students.
3) Attitude towards mathematics accounted for 15.2% of the variation in mathematics achievement, while study habits accounted for 29% of the variation.
4) A regression equation showed that together, attitude towards mathematics and study habits explained 41.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
- The study examined the effectiveness of Response to Intervention (RTI) on reading fluency for 4th grade students at risk of reading failure.
- It used a quasi-experimental pretest-posttest design comparing a control group that received typical instruction to an experimental group that received additional reading intervention using the Read Naturally program for 30 minutes, 4 days a week for 10 weeks.
- Results showed the experimental group made significantly greater gains in reading fluency, rate, and accuracy compared to the control group based on pretest and posttest scores, indicating RTI can effectively improve the reading skills of students at risk of reading failure when implemented properly.
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
Similar to Investigating and remediating gender difference in mathematics performance among dyslexic and dyscalculic learners in sokoto state, nigeria.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Exploring classroom teachers' awareness of pupils with learning disabilities ...Alexander Decker
This document summarizes a study that explored classroom teachers' awareness of students with learning disabilities in public primary schools in Tanzania. The study found that 15% of students have learning disabilities, higher than estimated rates. However, few teachers were aware of students with disabilities or how to provide appropriate instruction. Teachers identified students with difficulties based on poor academic performance but lacked understanding of learning disabilities. While teachers had some knowledge of inclusive education, their awareness of students' specific learning needs was limited. The study aimed to strengthen teacher skills to improve education for students with disabilities.
08 test ideatets.JPGLiterature review on learning dSilvaGraf83
08 test idea/tets.JPG
Literature review on learning disability
Nature of problem
There are certain cases in children learning problems that instigate effective control over the barrier of learning new things. This study is based on the arithmetic interventions that are related to the linguistic approach. It individualizes the aspects of quick adaptability and the learning process with the orientation of the task (Allison, 2021).
The group of kindergarten students with collected data provided a comprehensive picture of the many facets of learning impairments. The term "problem solving" has been connected with the process of learning new things and comprehending facts, which has resulted in the exposure of several interventions (Christy, 2021). It demonstrates skill in resolving mathematical issues using language interventions and useful directions.
Subjects
The assessment of learning disability is judged with the kindergarten to the sixth-grade students. That included both male and female students randomly assessed. The sessions for problem-solving were of 50 minutes with a total of 34 sessions. The meta-analysis has instilled the perspective of dynamic range in subject choice with more task-oriented mathematic problems structured to resolve learning disabilities (Jennifer, 2021). There were 29 group-design studies and 10 single-subject studies (39 totals) were considered in the assessment of the meta-analysis
Procedures
Elements of educational possibilities exemplify the authoritative touch in a framed format. Continuous research to achieve a learning goal has resulted in psychological success and an authoritative demeanour. Students are likely to be relevant for the competent structure of the learning process. The usual models are instructed for people to learn with mathematical problems and stringent regulations. Every organization looks to the example of rules to understand the power of continual review. Recognizing the sluggish update in self-learning, the whole projects are framed by quality validation of the work and other refreshing information. This article contains the capabilities that are ready to survey students with innovation-related sections of development and typical cycles for moral assessment of program.
The author has conducted a diverse selection of meta-analyses of optimized studies on WPS. It assists the students with math disabilities or learning disabilities. The subjects were identified as MD if their scores fell below the 25th percentile on an average math test. The representation techniques are determined from the computer-assisted design of the test with significant changes in meta-analysis (Jennifer, 2021). The effectiveness of the procedure has instructional components with skill modeling and group identification. It promotes the various instructional barriers for students using WPS. The study manipulations were assorted that there were no significant differences in learning disability of stude ...
This literature review summarizes a meta-analysis of 18 studies on word-problem-solving interventions for elementary students with learning disabilities. The meta-analysis found that overall, word-problem-solving interventions had a significant positive effect (effect size of 1.08) on students' word-problem-solving accuracy. Interventions that included peer interaction and explicit transfer instruction yielded particularly large effects. Intensive interventions delivered in 50-minute sessions over 34 total sessions for students in Grade 3, regardless of instructional setting, produced the largest effect sizes. The findings support developing and implementing high-quality, evidence-based Tier 1 instruction in classrooms before providing more intensive individualized interventions.
An Investigation Of The Look-Ask-Pick Mnemonic To Improve Fraction SkillsSarah Morrow
The document describes a study that evaluated the effects of the Look-Ask-Pick (LAP) mnemonic on the fraction addition and subtraction skills of 3 sixth-grade students in general education. The LAP mnemonic teaches students to categorize fraction problems into 3 types and solve them accordingly. The study used a multiple baseline design to teach students the LAP strategy and measure its impact on their percentage of fraction problems solved correctly and digits correct per minute. Results showed increases in both measures for all students, and gains were maintained after 3 weeks. The study extends previous research on the LAP strategy by targeting general education students and including a fluency measure.
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
An Analysis Of Challenges In The Teaching Of Problem Solving In Grade 10 Math...Courtney Esco
The document discusses challenges in teaching problem solving in Grade 10 mathematics in South Africa. It notes that students from marginalized communities perform poorly in mathematics and attributes this in part to teachers viewing students through a "deficit model" that ignores the rich mathematical knowledge and experiences students acquire from their communities and everyday lives. It argues that teaching should integrate the traditional games, activities, and cultural practices of communities, which embody important mathematical concepts. Using methods like participatory action research and critical discourse analysis, the study aimed to understand challenges from the perspectives of students, teachers, and community members and develop solutions that recognize community knowledge as valid and empowering.
10Action Research Project ProposalProject TitleYour Name.docxpaynetawnya
10
Action Research Project Proposal
Project Title
Your Name
Date
Points Allocated:
Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
INTRODUCTION Comment by shravan uttakalla: this section can be much shorter than this.
Mathematics plays a vital role in people’s daily lives. The citizen of the modern world
could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics.
In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statis ...
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.
A Case Study Of Teaching Addition And Subtraction To A Student With DyscalculiaJeff Nelson
This case study examined teaching addition and subtraction to a 3rd grade student diagnosed with dyscalculia. Before individualized instruction, the student took a pretest to assess their math skills. Lessons were 40 minutes daily, using materials like a scenario booklet, concrete objects, games and assignments. Over 63 lessons, the student achieved over 90% of objectives for basic addition and subtraction, gaining self-confidence. Interviews found the individualized instruction strengthened the student's work. The study demonstrated how a student with math difficulties can learn key math skills with specialized support.
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Hetty Dekkers, Roel Bosker & Geert Driessen (2000) ERE Complex Inequalities o...Driessen Research
Complex Inequalities of Educational Opportunities
A Large-Scale Longitudinal Study on the Relation
Between Gender, Social Class, Ethnicity and School Success
The document discusses a study that examined the effect of medium of instruction (English vs native Odia language) on the development of cognitive processes in children in India. 80 children in 4th and 6th grade were given tests of planning, attention, simultaneous and successive processing. Results showed higher performance for English medium children on most measures. Cognitive processes improved with age/grade. The lone exception was an attention test where Odia medium children performed better, possibly due to less automatic word reading interfering. Overall, the study found that using a non-native language as the medium of instruction facilitated cognitive development compared to the native language.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Investigating and remediating gender difference in mathematics performance among dyslexic and dyscalculic learners in sokoto state, nigeria.
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.8, 2013
15
Investigating and Remediating Gender Difference in Mathematics
Performance among Dyslexic and Dyscalculic Learners in Sokoto
State, Nigeria.
Dr. M. A. Yusha’u
Department of Science and Vocational Education, Faculty of Education & Extension Services, Usmanu
Danfodiyo University, Sokoto-Nigeria
PO box 2346, Sokoto-Nigeria
Tel: +2348035973625 Email: yushaumuhammadawwal@yahoo.com
Abstract
This study investigated and remediated gender difference in Mathematics performance among dyslexic and
dyscalculic learners in Sokoto State. A sample of eight hundred and twenty seven (827) students at Junior
Secondary Schools was used, comprising of four hundred and twenty three (423) males and four hundred and
four (404) females. The data collected was computed using Statistical Package for the Social Scientists (SPSS)
version 19. Mean scores, standard deviations, and t-test were employed at significance level of 0.05. The scores
for the experimental groups increased by 54.49%, while the scores for the control groups decreased by 0.3%
after remediation. The findings indicated that the treatment given on the experimental groups was significantly
effective on dyslexic and dyscalculic students and confirmed no gender difference in academic performances at
both pre-test and post-test levels. The study recommended that investigation and remediation of dyslexic and
dyscalculic students should always be carried out by teachers and be seen as a special tool for reducing the level
of difficulties as well preventing the existence of gender difference among students in mathematics.
Keywords: Investigating, Gender Difference, Dyslexia, Dyscalculia, and Remediation
1. Introduction
The controversy that exists in Mathematics classroom in terms of gender when it comes to performance
is still unresolved. The gender differentiation began since the Seventies when quantitative research was
considered as an independent variable that determined the different kind of Mathematical skills and knowledge
that both men and women possessed, based on their performance in this area. The results of these studies
confirmed small differences between men and women or boys and girls (Atweh, 1995).
However, Santos, Ursini, Ramirez and Sanchez (2006) reported that in the nineties, the need to consider
other theories and methods to examine gender difference became apparent. Attention has been shifted to the
social and cultural processes that boys and girls are subjected to, which affect their Mathematics achievement,
participation and performance. Nonetheless, the consideration that gender and sex are not synonymous still holds
among researchers and psychologist. According to (Lamas, 1986, Bustos, 1991:1994, Gomariz 1992, Barbieri,
1996 and Scott, 1996). Gender is a socio-cultural construct a category that sorts and organizes social
relationships between human male and female. Gender acquisitions develop through a complex, individual social
process. Sex by contrast, refers to anatomical and physiological characteristics deriving from biology (Santos,
Ursani, Raminez and Sanchez (2006). However, learning difficulties in Mathematics are frequently identified via
poor performance on a standardizing achievement test. This is row related to Gender to identify who performed
better and vice-versa.
Today, gender differences in learning Mathematics continue to be a focus of interest and majority of
studies study that there is a communal belief that males are better in Mathematics (Yazici and Ertekin, 2010).
Identifying the factors responsible for the gender difference in Mathematics performance. Felson and Trudeau
(1991) reported the findings of (Boswell, 1980; Brush, 1980; Eccles and Jacob 1986; Finn and Person, 1986)
who confirmed socialization to be responsible for the gender difference in Mathematics favouring males.
However, Fennema and Leder (1990) Identified differential teacher interactions with boys and girls. They are of
the views that teachers interact more with boys than girls, praise and scold boys more than girls, and call on boys
more than girls. In spite of all these evidences, the impact of their differential treatment is unclear and uncertain.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.8, 2013
16
Yet, the data collected from these teachers treatment of boys and girls causes gender differences in Mathematics.
The student’s inability to achieve his/her potentials is due to what researchers, educationists and
psychologists termed as learning difficulty. The word learning difficulties is used to describe symptoms that are
displayed by learners, which include problems with listening, processing information, reading, writing, speaking,
spelling and mathematical calculation.
While Sharma (2008) believes that children experience Mathematics learning difficulties for a variety
of reasons such as dyscalculia, dyslexia, cognitive delay, delay in development of the basic keys of mathematics
milestones, poor preparation in prerequisite skills and inappropriate learning experiences.
• Intervention to be a plan of action implemented by an instructor on behalf of students who may need
extra help or acceleration. In intervention process, students difficulties or strengths are identified at
early stages while supposed weaknesses are quickly addressed before they become problem for the
students.
• Remediation is the actions taken to reverse established patterns of performance by students who are
already struggling or failing to achieve success in Mathematics and who need intensive, long or short
term help. This involves supplementary instruction on content in which students should have mastered
but have not.
Also, Yang (2003) conducts an intervention study of the fifth grade students in Taiwan using number sense
activities. Yang’s findings confirmed statistically significant difference at 0.01 level of significance, after
instruction, between the pre-test and post-test scores. The experimental class increased its mean score from
12.33 to 17.81 (44%) and the control class only increased its mean score from 11.29 to 12.42 (10%). This is an
indicative of the fact that carefully planned intervention measures could produce good results.
Galadima (1988), Westwood (2000) and Carnellor (2004) call for remedial classes in the identified
areas of difficulties after they had found difficulties in solving equation involving difference of two squares,
cross-multiplication and solving equation using the methods of elimination and substitution, graph, variation and
computational problems among Junior Secondary School level.
Brain (1999:01) further states that:
Dyscalculic learners may have difficulty understanding simple number concepts,
lack an intuitive grasp of numbers and have problems learning number facts and
procedures. Even if they produce a correct answer or use a correct method, they
may do so mechanically and without confidence. Very little is known about the
prevalence of dyscalculia, its causes or treatment. Most dyscalculic learners will
have cognitive and language abilities in the normal range and may excel in non-
mathematical subjects.
Westwood (2000:18) believes that:
One of the main problems encountered by students…..is translating between
their own intuitive and concrete understanding of the real world and the language
used to describe and quantify Mathematical purposes for school.
Exemplifying students’ difficulties in Mathematics, Yusha’u (2006) cited Howell (2000) who
categorized mathematics difficulties into two broad categories of learning disabilities: mathematics
computational disabilities and mathematical reasoning disabilities. Both are characteristics of dyscalculia and
these categories are based on the child’s performance in classroom which is the outcome of his or her learning
differences.
However, Sharma and Brazil (1997) define dyscalculia to be that inability to conceptualize numbers,
number relationships (arithmetic facts) and outcomes of numerical operations (estimating the answers to
numerical problems before actually calculating). Relating dyscalculia with dyslexia, Sharma & Brazil (1997)
wrote:
• Dyscalculia is proving to be more widespread than dyslexia.
• Although some dyslexic have similar problems with sequencing and organization, the problem of the
dyscalculic stem from the language concepts and the procedures of mathematics.
• Dyscalculia has two (2) categories of origin: 1) Neurological / Cognitive & 2) Environmental
/Physiological.
• Environmental factors include individual’s mathematics learning ability, presence or absence of
prerequisite skills, adequate development of mathematical language and teaching methods. They also
advocate for appropriate teaching methods to match the student’s needs so as to achieve the desired
progress.
Based on the foregoing discussion about the definitions and the characteristics of dyslexic and
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dyscalculic (slow learners). The researcher wants to believe that every mathematics teacher has a daunting
challenges of facing and teaching at least more than 10 to 15 slow learners who are either dyslexics or
dyscalculics or both in his mathematics classroom. Yusha’u (2006) thus recommended that:
• Diagnosis of students’ learning difficulties should be carried out topic by topic wise and remediation
should be given immediately after the difficulties have been identified.
• Methodologies of classroom presentation should be varied and used interchangeably; teachers should
not stick to one methodology.
• Teachers should always provide remedial class for the difficult exercises and assignments given in the
classroom, to the students that are below the average mean scores. From the above backdrop, one can
say that the remediation of slow learners dyslexia and dyscalculia in Junior Secondary Schools of
Sokoto State is necessary to improve the students’ interest and performance in mathematics to the
desired level.
2. Statement of the Problem
It is perceived that there exist gender differences in mathematics performance and at every level of
learning. However, there are quite a number of factors which can basically affect the learning of
mathematics. These may occur independently or may interact to create a potential learning difficulty.
Each and every person is an independent individual and may have a combination of different level of
severity learning difficulties of these factors. Though with appropriate help, most of the difficulties
associated with these factors can be alleviated or circumvented (Chinn, 2004). Galadima (1988) while
researching on comparative performance by gender in subtopics of Junior secondary school Algebra in
Sokoto State found out that, both boys and girls have difficulties in solving equation involving
difference of two squares, cross-multiplication and solving equation using the methods of elimination
and substitution. Graph and variation were also found to have posed some difficulties to Junior
Secondary School – three students.
Also in Sokoto State, Yusha’u (2004) diagnosed and remediated mathematics learning difficulties
among Senior Secondary School students. The results from the diagnostic test revealed that more than 75% of
the students have difficulties in the areas of Algebra, Trigonometry and Statistics as a result of lack of proper
understanding of the basic concepts, principles, terms and symbols. The study also confirmed equal level of
difficulties and performance
Galadima and Yusha’u (2007) investigated the mathematics performance of Senior Secondary School
students in Sokoto State. The findings revealed the existence of learning difficulties in mathematics and
confirmed no gender difference in performance. Recently, Adaramola (2012) confirmed significant gender
difference after investigating the effects of concept mapping on performance and interest of students with
dyscalculia in secondary school mathematics in Nigeria
It is against this background this study aims at finding out whether a remediation programme would
have significant impact on slow learners’ dyslexia and dyscalculia in learning Mathematics at Junior Secondary
School level in Sokoto State.
3. Objectives of the Study
The main objectives of this study are:
• To identify gender difference in the prevalence of learning difficulties among dyslexic and dyscalculic
(slow learners) in learning mathematics.
• To design remedial instructions that could best address, alleviate and circumvent slow learners dyslexia
and dyscalculia mathematics learning difficulties
• To remediate the slow learners’ dyslexia and dyscalculia mathematics learning difficulties at Junior
Secondary School level
.
• To restore the confidence of dyslexic and dyscalculic (slow learners) in learning mathematics.
4. Research Questions
• Is there any significant gender difference in the prevalence of slow learning among dyslexic and
dyscalculic (slow learners) before remediation?
• Is there any significant difference in the academic performance of the experimental groups between
gender dyslexic and dyscalculic (slow learners) after remediation?
5. Research Hypotheses
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• There is no significant gender difference in the prevalence of slow learning among dyslexic and
dyscalculic (slow learners) before remediation.
• There is no significant difference in the academic performance of the experimental groups between
gender dyslexic and dyscalculic (slow learners) after remediation.
METHODOLOGY
6. Research type
The study employed quasi-experimental design using a pre-test and post-test method. Remedial
instructions were designed and given for a period of 12 weeks. The target population of this study was all the
students of junior secondary school II of Sokoto state who were found to be slow learners and characterized as
dyslexics and dyscalculics in mathematics
7. Sample and Sampling Techniques
The result of the survey conducted by the researcher to find out dyslexic and dyscalculic (slow learners) revealed
that there were students in Junior Secondary Schools of Sokoto State who satisfied this condition. Therefore, the
sample of all the students was taken which was in accordance with the advice of (Fox, 1969 and Patton, 1990) on
purposeful sampling technique. that subjects are selected because of some learning characteristics from highly
unusual manifestation of interest as a result of outstanding success or failures. However, two (2) main categories
of schools were chosen: (1) Boys schools, (2) Girls schools.
To arrive at the above, examination results of the sampled students were collected from the selected schools. The
last 15 - 20 students from the examination list of classes of JSS II who scored below average were purposefully
selected. Hence, a sample of eight hundred and twenty seven (827) students at Junior Secondary Schools was
used, comprising of four hundred and twenty three (423) males and four hundred and four (404) females in
accordance with Morgan and krejcie (1971)
8. Instruments
The instruments used in carrying out this study were;
(i) Sakkwato Mastery Learning Mathematics Programme of Instructions (SMLMPI) for experimental
groups; and
(ii) Sakkwato Mathematics Achievement Test (SMAT) for the pre-test and post- test.
9. Sakkwato Mastery Learning Mathematics Programme of Instruction (SMLMPI)
The SMLMPI is a mathematics learning instruction package developed by the researcher in order to
systematize mastery learning as the instructional approach to handle slow learners’ mathematical problems. It
consists of units as topics based on Junior Secondary School (JSS) curriculum. Questions were selected from
both the National Examination Council of Nigeria (NECO), Junior Secondary Leaving Certification Examination
(JSLCE) and Usmanu Danfodiyo University Model Secondary School (UDUMSS) terminal examinations: (1)
Which the researchers provided solutions to them . (2) To serve as teachers’ instructional guide, students class
works and assignments.
According to the developers of the models of mastery learning it is most useful with basic skills and
slow learners. As theoretician and promulgator of mastery learning, Bloom (1968) made a number of specific
predictions about the gains from mastery learning procedures, i.e. 95% of the students will achieve at the level
previously reached by the top 5%. Bloom also suggested that the effect of mastery learning will be largest in
Mathematics and Science since learning in these subject areas is generally more highly ordered and sequential
(Guskey and Gates, 1986). The SMLMPI was given to experts in Mathematics Education, Measurement and
Curriculum Evaluation to assess its face validity. However, the designed Sakkwato Mastery Learning
Mathematics Programme of Instruction (SMLMPI) was used in remediating the experimental groups for a period
of 12 weeks.
10. Sakkwato Mathematics Achievement Test (SMAT)
The SMAT consist of thirty (30) multiple choice items with five (5) options constructed by the
researchers to measure students’ performance in SMLMPI. The items in SMAT has been designed to evaluate
lower cognitive and higher thinking processes. The 30 item multiple choice questions covered the JSS syllabus
as demanded by the Mathematics curriculum. Eighteen (18) of the items are of lower cognitive processes and
twelve (12) are of higher thinking processes. The SMAT was designed for both pre-testing and post-testing of
students’ cognitive achievement before and after remediation. Both, marking scheme and students’ answer sheets
were provided.
Three experts from Mathematics Education, Measurement and evaluation in Usmanu Danfodiyo
University, Sokoto were given the instrument to validate. The reliability of the instruments was established by
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using split-half method. Pearson’s product moment correlation formula was used to obtain correlation coefficient
of 0.81.
11. Results:
The data collected from the field were presented and analyzed below. The hypotheses were taken one at a time:
12. Hypotheses Testing
Ho1: There is no significant gender difference in the prevalence of slow learning among dyslexic and dyscalculic
(slow learners) before remediation.
This hypothesis seeks to establish the prevalence in the level of slow learning among dyslexic and dyscalculic
students of Junior Secondary Schools of Sokoto State according to gender. To test this hypothesis, the pre-test
mean scores and standard deviations of all the students of the sampled schools by sex (male and female) were
computed and presented in Table 1.
13. Table 1: Summary of Descriptive Statistics of Pre-test by Gender Before Remediation.
Level of slow Learning
by Gender
N Mean Std Deviation Std Error
Mean
Female 404 4.88 2.73 0.14
Male 423 5.21 2.91 0.14
The result in Table 1 provided the descriptive statistics of the pre-test of the sample schools by gender
before remediation. The mean score (M1) of the female students for pre-test was found to be 4.88, and standard
deviation (SD1) 2.73, while the male mean score (M2) was 5.21 and standard deviation (SD2) 2.91. The results
obtained indicated the male means score was slightly higher than that of the female.
To confirm whether this difference is significant or not, the data was further subjected to Levene’s t-
test as presented in Table 2.
14. Table 2: Summary of Levene’s t-test for Pre-test Before Remediation
Level of Slow Learning before
Remediation
Levene’s Test for Equality of Variation
F Sig T Df sig
(2 tailed)
Equal Variances Assumed 0.704 0.402 -1.684 820 0.092
Equal Variances no Assumed -1.686 819 0.092
The result in Table 2 showed that there was a significant difference in the level of slow learning between male
and female t (820) = -1.68, p =0. 09 < α = 0.05. Based on this finding, the null hypothesis (Ho1) was retained
confirming that there was no significant difference in the level of slow learning between male and female
students before remediation.
Ho2: There is no significant difference in the academic performance of the experimental groups’ between
gender dyslexic and dyscalculic (slow learners) after remediation.
This hypothesis seeks to establish the significant difference in academic performance between male
and female dyslexic and dyscalculic (slow learners) who received remedial instruction. To test this hypothesis,
the post-test mean scores and standard deviations of the experimental groups by gender (male and female) were
computed and presented in Table 3
15. Table 3: Summary of Descriptive Statistics of Experimental Groups Post-test by Gender Scores After
Remediation
Variables N
_
X SD df t-value p-value
Female 286 7.45 4.47 (SD1) 557 0.65 0.513
Male 273 7.71 4.91 (SD2)
The result in Table 3 provided the descriptive statistics of the post-test experimental groups by sex. The
means score (M1) of the female students was found to be 7.45 and standard deviation (SD1) was 4.47. While the
mean score (M2) of the male students stood at 7.71 and standard deviation (SD1) was 4.91. The result obtained
indicated a slight difference in the mean score with the male mean score slightly greater than that of female. This
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difference was further investigated using Levene’s test as presented in Table 4.
16. Table 4 : Summary of Levene’s t-test of Experimental Groups Post-test by Gender
Experimental Groups Post-test by
Gender
Levene’s Test for Equality of Variances
F sig T df sig
(2-tailed)
Equal Variances Assumed 2.86 0.092 -0.65 557 0.513
Equal Variances not Assumed -0.65 546 0.514
The result in Table 4 showed that there was no statistical significant difference between the groups
since t (557) = -0.654, p = 0.51>α = 0.05. Based on the results of the Levene’s t-test, the null hypothesis Ho2 was
retained confirming no significant gender difference in the academic performance after remediation. This is a
clear indication that SMLMPI as a remediation tool works equally well with male and female.
17. Discussion
The findings of this study confirmed no significant difference in the academic performance of the
experimental groups’ between gender dyslexic and dyscalculic (slow learners) after remediation. This finding
supported the findings of Yusha’u (2004) which reported that both boys and girls were equal in performance and
face equal levels of learning difficulties in the research on diagnosing and remediating mathematics learning
difficulties of Senior Secondary Schools in Sokoto State. The finding also confirmed the findings of Imoko and
Agwagah (2006) who confirmed no significant difference in the mean interest scores of boys and girls in
Trigonometry in their research on ‘Improving Students Interest in Mathematics through the Concept Mapping
Technique: A Focus on Gender’. However, the finding contradicted Lassa (1985) who asserts that there exists a
sex difference in Mathematics performance of students generally. The result of the current study is also
contradictory to both Ibadan and Nassarawa conferences of the Mathematical Association of Nigeria 2008 and
2009 respectively, where female students emerged winners at both senior and junior category of quiz and
Olympiad pointing to the fact that gender difference is traceable in performance in Mathematics.
18. Conclusion
From the analysis and interpretation of the data collected, the following conclusions are reached about
the study:
• There was no significant gender difference between control and experimental groups before remediation.
• There was no significant gender difference in the level of academic performance after remediation
• The Sakkwato Mastery Learning Mathematics Programme of Instruction (SMLMPI) as a remediation
programme of instructions for dyslexic and dyscalculic (slow learners) in Junior Secondary Schools of
Sokoto State had assisted in raising their academic performance by 54.49%.
• There was a significant academic improvement of dyslexic and dyscalculic slow learners as a result of the
remediation given to them for a period of twelve (12) weeks using the Sokoto Mastery Learning
Mathematics Programme of Instructions (SMLMPI)
• The Sokoto Mathematics Performances Test (SMAT) was used for conducting both the pre-test and post-test
of the study.
19. Recommendations
Based on the findings of the study, the following recommendations are made for the improvement of
students’ interests and academic performance in Mathematics.
.
• The study recommended that investigation and remediation of dyslexic and dyscalculic students should
always be carried out by teachers and be seen as a special tool for reducing the level of difficulties as
well preventing the existence of gender difference among students in mathematics.
• School administrators should always encourage teachers to give remediation on difficult topic(s) in
Mathematics.
• The study also recommends teachers of Mathematics to teach their students with enthusiasm so that the
students will learn enthusiastically. This will promote interest among students.
• The study recommends Mathematics teachers to use teaching and learning materials explicitly during the
course of every lesson delivery.
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