Scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/10901

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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.
Effectiveness of individualistic and cooperative teaching strategies in learning geometry and problem solving in mathematics among junior secondary schools
(2003) Akinsola, M. K.; Tella, A.
This study sought to ascertain problem solving in mathematics using cooperative and individualistic strategies in teaching and learning Geometry among Junior Secondary Schools. A sample size of one hundred students from three secondary schools in Ibadan North Local Government was used. These students were grouped into control, cooperative and individualistic teaching strategies groups, in which it was set up to test the effectiveness of the individualistic and cooperative teaching strategies. The instruments used were two teaching strategies packages Mathematics Achievement test in Geometry and students attitude inventory in Mathematics, t-test, ANOVA were used in the analysis of the data collected. 'The results of the study show that there is a significant difference in the cooperative and individualistic groups to conventional teaching method.
Two instructional strategies as determinants of primary school pupil's learning outcomes in mathematics
(2006) Tella, A.; Bello, L. A.
The study investigated the effect of explicit and peer tutoring instructional strategies (treatment), pupils' ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of ANCOVA, MCA, and Schaffe. The findings revealed that there was significant main effect of treatment on achievement in Mathematics [f (2, 170) = 28. 007; P < 0.05] and attitude towards Mathematics [F(2, 170) =0.845; P<0.05]. Pupil's ability and gender were found not to have significant main effect on achievement in Mathematics and attitude toward Mathematics. However there was a significant interaction effect of treatment and pupils ability on pupils attitude towards Mathematics [F (4, 170) = 1.457; P<0.05]. All the two ways and three ways interaction effects on achievement and attitude were found not to be significant. These findings and their implications for classroom situation were provided for curriculum planners and educational stakeholders.
Self-efficacy and use of electronic information as predictors of academic performance
(2007) Tella, A.; Tella, A.; Ayeni, C. O.; Omoba, R. O.
Students’ ability to find and retrieve information effectively is a transferable skill useful for their future life as well as enabling the positive and successful use of the electronic resources while at school. It is a known fact in this digital era that any student at the higher level who intends to better achieve and go further in academics should have the ability to explore the digital environment. Students are increasingly expected to use electronic information resources while at the university. Research was undertaken to determine the level of influence of self-efficacy and the use of electronic information resources on students’ academic performance. This study examined self-efficacy and the use of electronic information as predictors of academic performance. Its participants were comprised of 700 students (undergraduate and postgraduate) randomly drawn from seven departments in the faculty of education, University of Ibadan, Nigeria. Data on the study was collected through the Morgan-Jinks (1999) academic self-efficacy scale and the use of the electronic information scale (UEIS) with r = 0.75. Three research questions were raised to guide the study. The results indicate that self-efficacy and the use of electronic information jointly predict and contribute to academic performance; that respondents with high self-efficacy make better use of electronic information and have better academic performance; that a correlation exists among self-efficacy, use of electronic information and academic performance; and that the use of electronic information influenced respondents' performance in General Education subjects more than other subjects. Finally, the results reveal that the Internet is the electronic information source students access for information most often. Implications of these results and recommendations are discussed.
An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
(2007) Tella, A.; Tella, A.; Adekunle, P. O.
An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
(2007) Tella, A.; Tella, A.; Adekunle, P. O.
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.
The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria
(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-05) Tella, A.
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.
The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria
(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-05) Tella, A.
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.
An assessment of secondary school teachers uses of ICT's: implication for further development of ICT's use in Nigerian secondary school
(2007-07) Tella, A.; Tella, A.; Oluwole, M.; Toyobo, M. O.; Adika, L. O.; Adeyinka, A. A.
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
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.
Reformation, revitalization and re-orientation in higher education: which way Africa? a policy recommendation
(Higher Education Research and Policy Network, Postgraduate School, University of Ibadan, 2008) Tella, A.
Relationship among demographic variables and pupils’ reasoning ability
(2008) Tella, A.; Tella, A.; Adika, L. O.; Toyobo, M. O.
Introduction: Pupils reasoning ability is a sine-qua-non to the evaluation of their performance in learning and an indicator of their potential predictors of future performance. Method: The study examined the relationship among demographic variables and reasoning ability of primary school pupils. It drew four hundred pupils from ten (10) purposefully selected public primary schools in Ibadan, Nigeria. The age of these pupils ranged from 9-11 years. A Reasoning Assessment Test developed by (Sokan, 1998) with r = 0.89 cronbach alpha was used for the collection of data. Two hypotheses were developed to guide the study. These were analysed using Pearson Multiple Correlation Matrix and Multiple Regression statistical methods. Results: The results indicate that demographic variables like age, class, and gender correlates positively with pupils reasoning ability and that these three variables significantly predict pupils reasoning ability better than other variables. Discussion and Conclusion: Based on these findings teachers and parents are called upon to see to it that they start stimulation of the children thinking at an early age as soon as they enter school through provision fascinating toys, computers and simulation games.
Self-efficacy and locus of control as predictors of academic achievement among secondary school students in osun state unity schools
(Ife Centre for Psychological Studies, 2008-09) Tella, A.; Tella, A.; Adika, L. O.
The study investigated self-efficacy and locus of control as predictor of academic achievement among Junior Secondary school students in Osun state Unity schools, using Self-Efficacy Scale (SES) and Locus of Control Scale (LOC) as measuring instruments. The Cronbach alpha coefficient for validity of the two instruments are respectively a = 0.68 and a = 0.83. A descriptive survey research design was adopted using a sample of two hundred (200) students randomly selected from three (3) Government unity schools in Osun state. One hypothesis and two research questions were generated and tested using Analysis of Variance (ANOVA), Pearson Product Moment Correlation Coefficient and Multiple Regression statistical tools with the margin of error set at 0.05 significant levels. The results indicated that a significant relationship exists between self- efficacy, locus of control and academic achievement. The study also revealed that self- efficacy and locus of control predict well students’ academic achievement. Implication of these findings on stakeholders in educational industry, curriculum planners, educational psychologists and practitioners were suggested.
Teacher variables as predictors of academic achievement of primary school pupils mathematics
(2008-10) Tella, A.
This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.
The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics
(Academic World Education & Research Center, 2009) Aremu, A. O.; Tella, A.
This study examines the relationship between gender, age, general mental ability, anxiety, mathematics self-efficacy and achievement in mathematics among senior secondary school students in Oyo State, Nigeria. Using multiple regression (stepwise) statistical procedures on the data collected from 1,099 SS2 students, results reveal that mathematics self-efficacy, gender and anxiety have significant correlations with student's achievement in mathematics. Mathematics self-efficacy is the best predictor of mathematics achievement followed by gender and anxiety. The need for educational stakeholders and curriculum planners to design programmes that will enhance mathematics self-efficacy of students was discussed.
The relationship between mathematics self-efficacy and achievement in mathematics
(Elsevier, 2009) Aremu, A.; Tella, A.
This study examined the relationship between Mathematics Self-Efficacy and achievement in Mathematics. Three hundred and fifty-two (352) Senior Secondary 2 students in Oyo State were used for the study. Three hypotheses were used. The results show no significant difference between male and female achievement in Mathematics. Also, no significant difference was also obtained between male and female Mathematics Self-Efficacy and Mathematics achievement. The paper recommend that teacher should find ways of enhancing Mathematics Self- Efficacy in student and should place emphasis on student’s confidence to succeed in Mathematics achievement.
Effect of daily and weekly testing on students mathematics achievement at upper basic level
(Nigerian Educational Research & Development Council (NERDC) Sheda, Abuja, 2009) Tella, A.
Assessment is a systematic basis for making inference about the learning and development of students towards increasing students' learning and development. Teachers should therefore realize that assessment is the quickest strategy to improve student learning, hence this study examined an assessment strategy on Upper Basis School Mathematics achievement. The subjects in this study were upper basic school students from four Mathematics classes. All the students were taught by the same teacher, and the experimental duration was for three months or equivalent of one term. The four classes comprise two control groups and two experimental groups. In the control group, students took weekly tests every Friday, and in the experimental groups, students took daily tests during the last twelve minutes of the stipulated forty-five minutes allowed per period of the class teaching. The researcher examined whether the daily tests had significant impact on students' mathematics achievements as measured at the end of term examination. The researcher also examined whether daily testing had any effect on students' homework grades. The study found that daily testing significantly improved students' mathematics grades/score and home work grades.
Higher education and global flow of information and idea among youths: explanation for youth and ICT as agents for change
(Higher Education Research and Policy Network (HERPNET), Ibadan, 2010) Tella, A.
This paper examined higher education and the global flow of information and ideas among youths and explanation for youth and ICT as agents for changes in our society, in terms of assessing information, and the utilisation of information via-internet and education to better their lots in terms of connection and employment outside their country of residence. This paper also looks at how a global forum for youths in ICT education could be organised, and the benefits attributed to this forum were discussed. The paper therefore recommends that education in ICT should be made compulsory for the youths, and the internet should also be made accessible freely for youths in schools.
Effects of computer assisted instruction on senior secondary school students’ achievement learning outcome in chemistry in Osun State
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2010) Ige, T. A.; Tella, A.; Kareem, A.
This study determined the effects of computer assisted instruction on senior secondary school students’ academic achievement in chemistry in Osun State. The moderating effect of students’ gender and attitude on students’ achievement was also examined. The study adopted one group pretest-posttest experimental research design. Three secondary schools provided with computer tablets by the state government of Osun were purposively selected for the study. Chemistry class was randomly selected in each of the three schools making a total of 152 students (male and female) participated in the study. Students pre and post-test Chemistry achievement scores and Students Attitude Questionnaire on Minicomputer Tablet (SAQMT) were used to collect data. Data were analyzed using Analysis of Covariance (ANCOVA). Five hypotheses were tested at 0.05 level of significance. Results showed that Computer Assisted Instruction has no effect on students’ academic achievement in Chemistry (F(1,151) = 2.129; P > 0.05). It was also revealed that gender and attitude have no effect on students’ achievement in Chemistry. The study therefore recommends that necessary skills in the use of computer tablet for teachers and students, which will assist teaching and learning with computer for students’ achievement.