Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics

The study investigated the impact of instructional scaffolding approach on secondary school students’ achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula  (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students’ achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students’ achievement

Causes and Solutions of Mathematics Phobia Among Secondary School Students

The study investigated the causes and solutions to mathematics phobia among secondary school students. The study was carried in Owerri North local Government of Imo State. The descriptive survey research design was adopted in carrying out the study. A sample of 110 mathematics teacher was selected for the study through random sampling technique. A researcher made 4-points likert type of questionnaire titled “Causes and Solutions of Mathematics Phobia(CSMP)”was used for data collection, it had reliability coefficient of 0.81 determined using the crounbach’s alpha formula. The generated data was analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using chi-square(x2) and tested at 0.05 level of significance. The result of the study revealed among other factors, teachers method of teaching, teacher-students relationship, use of abusive words on students as causes of mathematics phobia among students. Based on the result it was recommended that, mathematics teachers should be retrained periodically in order to have ideas of innovative approaches of teaching mathematics to avoid phobia. Keywords: causes, solutions, mathematics phobia, innovative approaches

Influence of M-learning on Pre-Service Teachers’ Education in Tertiary Institutions

The study investigated the influence of m-learning application on pre-service teachers’ education in tertiary institutions. The population of the study consist of all academic staff of Alvan Ikoku Federal College of Education Owerri,Imo State, Nigeria, where a sample of 240 teacher educators was drawn through stratified random sampling technique. The descriptive survey research design was adopted in carrying out the study. The data required for the study was drawn using modified likert 4 point type questionnaire. The instrument had reliability coefficient of 0.83 determined using Pearson’s Product Moment Correlation formula which gave a reliability coefficient (r) f 0.83.  The data generated was analyzed using mean and standard deviation to answer research questions while chi-square (c2) and t-test statistical tools were used to test hypotheses at 0.05 level of significance. The result of the study revealed that teacher educators were of positive opinion on the effectiveness of m-learning application in teacher education. Based on the result, it was recommended that pre-service teachers should be encouraged to source learning materials from their mobile phones, ipads and other mobile gadgets. Keywords: Influence, M-learning, Pre-service Teachers’ Educatio

INFLUENCE OF MATHEMATICAL EPISTEMOLOGY ON DEVELOPMENT OF ENTREPRENEURSHIP SKILLS AMONG PRE-SERVICE TEACHERS

Epistemologically, all knowledge normally has assurance if validated in solid foundation, especially in its functionality, pragmatism, workability and productivity. This epistemic assurance created room for creative entrepreneurial skill-laden base to tinker on. Therefore, the study investigated the influence of Mathematical epistemology on the development of entrepreneurial skills among pre-service teachers. A sample of 300 pre-service teachers from Alvan Ikoku Federal College of Education Owerri, Imo State, Nigeria was used for the study. The study adopted the descriptive survey research design. The instrument for data collection was a researcher made 16-item questionnaire titled “Mathematical Epistemology and Development of Entrepreneurship Skills (MEDES)”. The instrument had reliability coefficient of 0.84 determined using Cronbach’s alpha formula. The data generated from the study were analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using t-test statistical tool tested at 0.05 level of significance. The result of the study revealed that Epistemology of Mathematics enhanced the development of entrepreneurship skills among pre-service teachers. Based on the result it was recommended that basic Mathematics should be taught across discipline in pre-service teacher education. Article visualizations

EFFECT OF BLENDED E-LEARNING ON PRE-SERVICE TEACHERS’ ACHIEVEMENT IN MATHEMATICS: A CASE FOR SUSTAINABLE TEACHER EDUCATION

The study investigated the impact of blended e-learning on pre-service teachers’ achievement in Mathematics. The sample consists of 280 level I pre-service teachers in school of sciences of Alvan Ikoku Federal College of Education Owerri. The quasi-experimental research design adopting the pre-test, post-test non-equivalent type was used in carrying out the study. A researcher made objective test questions titled “Mathematics Achievement Test (MAT)” was used for data collection. It had reliability coefficient of 0.83 determined using Kuder-Richardson (KR20) formula. The control group was taught mathematics using the traditional method while the experimental group was taught using blended e-learning method (traditional and e-learning). The data generated were analysed using mean and standard deviation to answer the research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. The result of the study revealed that blended e-learning is an effective method of teaching mathematics among pre-service teachers. Based on the result it was recommended that blended e-learning method should be applied in teaching Mathematics education of pre-service teachers.   Article visualizations

Teachers’ Perceptions of Causes of Gender Differences in Mathematics Achievement Among Secondary School Students

The study investigated teachers’ perceptions of the causes of gender differences in mathematics achievement among secondary school students. The study was carried in Owerri Education Zone I of Imo State Nigeria using descriptive survey research design. A sample of 150 mathematics teachers was used for the study comprising of 90 males and 60 females. A 21-item likert 4 points type of questionnaire titled Causes of Gender Differences in Mathematics Achievement (CGDMA) drawn by the researchers was used for data collection. The instrument had reliability coefficient (r) of 0.81 determined using Crounbach’s alpha method. The data generated were analyzed using mean and standard deviation to answer research questions while the hypotheses were analyzed using chi-square (x2) and t-test statistical tools tested at 0.05 level of significance. The result of the study revealed series of factors causing gender differences in mathematics achievement which are teacher, students and parent related. Based on the result, it was recommended that teachers should use innovative strategies in teaching mathematics to get both male and female students involved in classroom activities

ANALYSIS OF TEACHING SKILLS POSSESSED BY TEACHERS IN SENIOR SECONDARY SCHOOLS IN IMO STATE, NIGERIA

The study investigated the teaching skills possessed by senior secondary school teachers in Imo State Nigeria. The study was carried out in secondary schools in two local Government areas of the state. Based on the objectives of the study, two research questions and a hypothesis guided the study. The descriptive survey research design was adopted in carrying out the study. A sample of 387 teachers from 16 Government owned secondary schools from the area was selected for the study through purposive sampling technique. The instrument for data collection was a researchers’ made rating scale with reliability coefficient of 0.81 determined using Cronbach’s alpha formula. Data generated from the study was analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using t-test statistical tool tested at 0.05 level of significance. The result of the study revealed that, the teaching skills possessed by teachers in these areas include; set induction skills, closure skills, use of examples and illustration skills and questioning skills. Based on the result of the study it was recommended that secondary school teachers should be trained and retrained periodically on teaching skills that will enhance their effectiveness.  Article visualizations

Pre-service teachers’ perceptions towards role of E-learning in science education in teacher training institutions

The study investigated the perception of pre-service teachers towards the role of E-learning in science education in teacher training institutions. The study was carried out in Alvan Ikoku Federal college of Education Owerri, Imo state Nigeria. The sample consists of 350 final year science pre-service teachers drawn through stratified random sampling technique. The descriptive survey research design was adopted in carrying out the study. The instrument used to gather data required for the study was researchers made Likert four-point type of questionnaire titled “Role of E-learning in Science Education (RESE)”. The instrument had reliability coefficient of 0.82 determined using the Cronbach’s alpha formula. The data generated were analyzed using mean and standard deviation to answer research questions while the hypothesis was tested using t-test statistical tool at 0.05 level of significance. The result of the study revealed that pre-service teachers had positive perceptions towards the role of e-learning in science education as it helped in extended learning, individual learning, access to learning materials, understanding of course content and others. Based on the result of the study it was recommended that, the application of e-learning should be incorporated in the training of science pre-service science teachers to enable them understand their course materials.Key words: Pre-service teachers, Role, E-learning, Science educatio