Browsing by Author "Akinsola, M. K."

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Diagnosis of pupils' difficulties and errors in learning mathematics at primary school in Ibadan
(2001-01) Akinsola, M. K.; Tella, A.
This study considers the results of a diagnostic test of pupils’ difficulty and contrast the difference in performance between the lower attaining percentile and the higher percentile. It illustrates a difference in qualitative thinking between those who succeed and those who fail in mathematics. Methods developed by Newman (1977) for analyzing errors made by children attempting verbal arithmetic problems were used. The study then answered some research questions.
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-04) Akinsola, M. K.; Tella, A.; Tella, A.
Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.
Students' conceptions about mathematics teaching in Nigeria and Botswana
(2008) Akinsola, M. K.; Tella, A.
This paper reports on international comparison of Junior Secondary school students ’ conceptions of mathematics teaching. A questionnaire survey was made of conceptions of a total 251 students in Botswana and Nigeria. The main results are as follows: Both Botswana and Nigeria students were more in favour of calculation- centred working, where the teacher is always in control of the learning process. Also students in both countries were of the opinion that mathematics require a lot of efforts and support that as much practice as possible should be provided. They both also support the idea of working in groups as a method of good teaching as well as teachers helping the students immediately students encountered difficulty. They equally believe that the use of word problems and given a bit of repetition in the teaching of mathematics will enhance understanding and motivate the students to have positive attitude towards the subject. Areas of differences are equally alighted in the report.