Secondary School Students’ Perception of Teachers’ Attitude towards Learning in Mathematics in Wukari Metropolis, Taraba State, Nigeria

This study was designed to investigate secondary school students’ perception of their teachers’ attitude towards them in the learning of mathematics. The study adopts a survey research design on a sample of 242 Senior Secondary School Two (SSS2) students randomly drawn from a population of 1210 SSS2 students in Wukari Metropolis, Taraba State, Nigeria. The analysis of data obtained via the researcher-developed questionnaire indicates that teachers have displayed negative attitude towards their students in the learning of mathematics. The results implied that students’ mathematics learning is highly influenced by the actions and inactions of the teacher, consequently building in them wrong disposition towards the subject. Based on the findings of this study, it was recommended that students’ evaluation of their teachers’ teaching should be considered as one of the main tools for evaluating teachers’ teaching and effectiveness

Design of Single-User-Mode Computer-Based Examination System for Senior Secondary Schools in Onitsha North Local Government Area of Anambra State, Nigeria

This work is concerned with the design of a single-user-mode computer-based examination system. It focused on trends in online computer based examination and carried out a critical review of current paper-based test system employed in Senior Secondary Schools in Nigeria. An alternative system to provide solutions to the current challenges identified in the existing system was then proposed. The system was designed using the object SSADM methodology and implemented using rapid PHP IDE on a Windows 10 system, using PHP, HTML, CSS and MySQL technologies and Apache server as the application server. Source Code folder for the designed CBT system is available at https://villagemath.net/journals/ver/v3i1/ABAH-HONMANE-AGE-OGBULE-CBT.zip with the Installation Guide and Setup information provided in Appendix A

Effect of Mathematical Modeling-Based Teaching Activities on Basic Eight Students’ Retention in Mathematics in Bayelsa State, Nigeria

The purpose of this study was to determine the effect of mathematical modelling-based teaching activities on basic eight students’ retention in mathematics. The study was carried out at Yenagoa Local Government Educational Zone of Bayelsa State with a population of 3,693 basic eight students in the 35 basic schools, it used a quasi-experimental design of non-randomized pre-test post-test control group design. A sample of 182 out of this population was used. To arrive at this, intact classes were used. The research instrument was Mathematics Retention Test (MRT), which was used for collection of data. The MRT was trial-tested using Kuder-Richardson K-R20 and had a reliability index of 0.84. Three research questions were asked and answered using means, standard deviation and Scattergram. The three hypotheses formulated were tested at 0.05 level of significance using Analysis of Covariance. It was found that Students in the experimental group improved more in their mathematics retention than those in control group. Male and female Basic Eight students taught mathematics using Mathematical modeling-based teaching activities improved in their mathematics retention. However, the male improved more, and this was statistically significant, Basic Eight students’ retention in Mathematics using Mathematical modeling-based teaching activities is not dependent on gender. It was therefore, recommended that Mathematics teachers should employ Mathematical modeling-based teaching activities in their mathematics classes which could make the students’ active participants in the teaching and learning process which would improve their retention rate among others

Supervision of Mathematics Programme in Nigerian Schools and Educational Institutions

This paper discussed the concept of mathematics programme and the concept of supervision. Specifically, the paper looked at barriers to effective supervision of mathematics programme in Nigerian educational institutions. The paper adopted the used of secondary data. The secondary data were obtained from online literatures and print publications. The paper concluded Shortage of mathematics Supervisors, inadequate supervision materials, lack of transportation resources, poor funding of supervision, insecurity problems, poor motivation of mathematics Supervisors and poor training of supervisor are the barriers to effective supervision of mathematics programme in educational institutions in Nigeria. Based on tis problems identified, the paper recommended the following: government should increase the funding of instructional supervision in educational institutions across the country especially that of mathematics programme. The government should employ more professional mathematics supervisors in the ministries and agencies to improve quality of mathematics supervision. More supervisory materials should be provided for all mathematics supervisors working in the federal and state ministries and department for effective supervision of mathematics programme and the government should provide adequate transportation facilities for all the departments and agencies in charge of school supervision in the various locations across the federation. &nbsp

Effect of Mathematical Modeling-Based Teaching Activities on Basic Eight Students’ Retention in Mathematics in Bayelsa State, Nigeria

The purpose of this study was to determine the effect of mathematical modelling-based teaching activities on basic eight students’ retention in mathematics. The study was carried out at Yenagoa Local Government Educational Zone of Bayelsa State with a population of 3,693 basic eight students in the 35 basic schools, it used a quasi-experimental design of non-randomized pre-test post-test control group design. A sample of 182 out of this population was used. To arrive at this, intact classes were used. The research instrument was Mathematics Retention Test (MRT), which was used for collection of data. The MRT was trial-tested using Kuder-Richardson K-R20 and had a reliability index of 0.84. Three research questions were asked and answered using means, standard deviation and Scattergram. The three hypotheses formulated were tested at 0.05 level of significance using Analysis of Covariance. It was found that Students in the experimental group improved more in their mathematics retention than those in control group. Male and female Basic Eight students taught mathematics using Mathematical modeling-based teaching activities improved in their mathematics retention. However, the male improved more, and this was statistically significant, Basic Eight students’ retention in Mathematics using Mathematical modeling-based teaching activities is not dependent on gender. It was therefore, recommended that Mathematics teachers should employ Mathematical modeling-based teaching activities in their mathematics classes which could make the students’ active participants in the teaching and learning process which would improve their retention rate among others