Maximizing the Use of Mathematics Laboratory for Effective Understanding of Basic Science and Mathematics Concept

The study sought to investigate the maximal use of the mathematics laboratory for effective understanding of basic science and mathematics concepts. To achieve the purpose of this study, one null hypothesis was formulated. An experimental design was employed for this study. Fifty (50) SS2 students were obtained across six (6) senior secondary schools in Akamkpa local government area of cross river state. Using a simple random sampling technique they were divided into two groups of twenty five (25) students each. The first group was called the experimental group; these groups of students were taught basic science and mathematics concepts using the laboratory; the second group was called the controlled group; these groups of students were taught basic science and mathematics concept in a conventional or normal classroom. The instrument for data collection was a self-structured practical test questionnaire title: EFFECTIVE USE OF MATHEMATICS LABORATORY TEST (EUMLT).With reliability index of 0.87. The hypothesis was tested using the independent t-test analysis at p>0.05 level of significance, the result showed a mean score of 10.09 of the experimental group which was higher than the mean score of 8.02 for the controlled group. The analysis reveals that students who were taught mathematics and basic science using the laboratory were better than those who were not taught. Several recommendations were posed on the need for the use of mathematics laboratories in teaching and learning of basic concepts in our secondary schools. Keywords : Laboratory, Basic concepts, mathematics , Basic scienc

Administration of punishment, students’ test anxiety, and performance in Mathematics in secondary schools of Cross River State, Nigeria

This study assessed the administration of punishment, students’ test anxiety, and performance in mathematics in secondary schools of Cross River State. Three null hypotheses were formulated following a correlational research design. Proportionate stratified random sampling technique was employed in selecting a sample of 2,554 respondents representing 5% of the population of 51,097 junior secondary school students distributed across 271 public secondary schools in Cross River State. Administration of Punishment Questionnaire (APQ) designed by the researchers, Test Anxiety Inventory (TAI) developed by Dawood et al., (2016), and Mathematics Achievement Test (MAT) designed by Owan (2012), were used as instruments for data collection. The null hypotheses were tested using one-way MANOVA), Pearson Product Moment Correlation, and Multiple regression analyses with the aid of SPSS v23. Findings revealed amongst others that administration of punishment has a significant influence on students’ test anxiety and performance in mathematics F (6, 5098) = 24.149, p\u3c.05; Wilk’s Λ = 0.945, partial η2 = .028 on a joint basis; administration of punishment has a significant influence respectively on students’ test anxiety F (3, 2550) = 22.697, p\u3c.0005, partial η2 =.026 and performance in mathematics F (3, 2550) = 23.090, P\u3c.0005, partial η2 =.026; there is an inverse significant relationship (r= -339, p\u3c0.05) between students’ tests anxiety and performance in mathematics. It was recommended that the use of corporal punishment should be totally abolished on strict grounds that it hurts the psychological disposition of learners resulting in a dip in their performance consequentl

Poll everywhere e-learning platform, test anxiety, and undergraduates’ academic performance in Mathematics: Empirical evidence from Nigeria

The high rate of mathematics education students‟ academic performance in universities has become unbearable. In an attempt to proffer solution to this menace, this study assessed Poll Everywhere eLearning platform, test anxiety, and undergraduates‟ academic performance in Mathematics in Cross River State, Nigeria. The study adopted a quasi-experimental research one control group and one treatment group. The population of this study comprised all the fulltime regular undergraduates offering Education Mathematics in the Department of Science Education, University of Calabar, Calabar, Nigeria. Accidental sampling technique was adopted in selecting a sample of 328 undergraduates who are owners of smartphones from the population. Test-Anxiety Inventory and Mathematics Achievement Test (MAT) were used as data collection instruments. The null hypotheses were tested using independent t-tests and simple linear regression. Findings revealed that Poll Everywhere eLearning platform has a significant effect on students‟ test anxiety and academic performance in Mathematics respectively; there is a moderate negative and significant relationship between students‟ test anxiety and their academic performance in Mathematics. Based on the findings of this study, it was concluded that Poll Everywhere eLearning platform could be used for the effective teaching and examination of learners in Mathematics and other science-related disciplines. This can be done through the design and integration of course modules to the Poll Everywhere online platfor

Distance education students’ indulgence in six sharp practices: General linear modelling of predictive parameters

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed