Browsing by Author "Obaitan, G. N."

Now showing 1 - 3 of 3

Cognitive entry characteristics in mathematics and teaching effectiveness as correlates of students' achievement in quantitative chemistry in rivers state, Nigeria
(2018) Mitee, T. L.; Obaitan, G. N.; Adeleke, J. O.
Past studies have attributed poor performance of students to teachers ' and students' characteristics. However, no study seems to have related these characteristics to students' achievement in quantitative chemistry. This study therefore investigated the extent to which cognitive entry characteristics in mathematics and teaching effectiveness correlated with students' achievement in quantitative chemistry. The study adopted descriptive research design. Simple random sampling was used to select 3 local government areas (LGA) in Rivers State, 10 schools from each LG A and a Science class consisting of all chemistry students from each school. A total of 1652 students participated in the study. Instruments for data collection included: CEC in Mathematics Test, Students' Rating of TE and Quantitative Chemistry Achievement Test. Data was analysed using multiple regression. There was a positive and significant composite contribution of CEC in mathematics and TE to students’ achievement in quantitative chemistry (R= .27, R2 = .074, F(2, l649)= 66.310, p < 0.5). The CEC in mathematics contributed more (β = .262, t = 11.065, p< .05) than TE (β = . 066, t = 2.784, p < . 05). The study recommends that Chemistry students should be encouraged to improve on their CEC in mathematics needed to learn quantitative chemistry topics by revising their previous lessons. Chemistry teachers should be encouraged to attend seminars, conferences and workshops to improve on their teaching effectiveness
Effect of cognitive entry characteristics on students' affective outcome in bearing mathematics
(0043-2997, 2007) Obaitan, G. N.; Adeleke, J. O
Several studies have confirmed poor attitude of students towards mathematics and the attracted consequences. Since attitude is confirmed to be alterable, efforts of researchers are expected to be directed towards improvement of students' attitude toward this dreaded subject. This informed the investigation of the main and interaction effects of the cognitive entry characteristics (CEC), aptitude and gender on students' attitude towards Bearing in Mathematics. The study adopted a quasi-experimental pretest-posttest research design. Three hundred and thirty two SS 2 students were involved in the study. The sample was drawn using multi-stage sampling technique from public co-educational secondary schools in three offive local government areas in Ibadan Metropolis. The instruments used for data collection were the Test of Spatial Reasoning adopted from Barrett and Williams, (1997) (r = 0.92), Numerical Reasoning Test adapted from Barrett and Williams, (1997) (r = 0.75), Bearing Attitude Scale (r = 0.81) and Diagnostic Tests The data collected were analysed using ANCO VA and MCA. CEChas significant main effect (P
Path-analytic study of cognitive entry characteristic and students' achievement in bearing in mathematic
(Institute of Education, Obafemi Awolowo University, Ile-Ife., 2009) Obaitan, G. N.; Adeleke, J. O.
Individual differences in learning outcomes have-been observed by many researchers in the past. Bloom (1974) proposed that the Cognitive Entry Characteristics are alterable variables that account for the greatest degree of variance in students' learning.This study, therefore, validated a causal model that involved Cognitive Entry Characteristics (CEC) and student achievement in bearing in Mathematics. The study is an ex-post facto type. Four hundred and ninety two SS 3 students were involved in the study. The samples were drawn using multi-stage sampling technique from public co-educational secondary schools in three of the five local government areas in Ibadan metropolis. The instruments used for data collection were the Mathematics Achievement Test (r = 0.80, P = 0.4) and Diagnostic Tests measuring the CECs. The data collected were analysed using path analysis ( a path between causal factor and dependent variable was retained if /Pji/≥ 0.05 and rij is significant at 0.05 aplha level) The study revealed that all the hypothesized CEC were found to have either direct or indirect effect or both on students' achievement in bearing . This has implications for education, especially the curriculum developers and classroom teachers, particularly on the need for learning sequence. It was therefore recommended that equipping students with adequate level of cognitive entry characteristics that would enhance high degree of cognitive achievement be considered by teachers.