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Item Factors predicting mathematics teachers' use of laptops(Department of Educational Management, University of Ibadan, 2016-06) Tella, A.ICT improves the way mathematics is being taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics. Laptop is one of the ICTs being used and adopted for the delivery of mathematics instructions. In Nigeria, the use of laptop for mathematics instructional delivery at the secondary school level has just begun to gain pace. In the light of this, it is considered necessary to examine factors predicting use and adoption of laptops by the secondary school mathematics teachers. In the light of this, this paper examines factors predicting mathematics teachers' use of laptop. The population of the study comprised 600 secondary schools mathematics teachers who were selected from secondary school across South West geo-political zone in Nigeria. A survey approach was adopted for the study and questionnaire was used for the collection of data on the study. The study reveals that, six factors except computer anxiety correlate with mathematics teachers' use of laptops. The six factors (ease of use, perceived usefulness, prior computer experience, teaching quality, and teaching effectiveness and Computer anxiety) together made 74% of mathematics teacher laptops use. The entire actors again exerted significant contribution to mathematics teachers' uses of laptops. In other words, the six laptops use prediction variables significantly explain use of laptops by the mathematics teachers. Since the study demonstrated that laptops is easier to use and its considered being useful and improve the quality of teaching and makes teaching effective; it is recommended that mathematics teachers who have phobia for the use of laptops should do away with the phobia, and endeavour to familiarise themselves with the laptop so that they can as well make use of it to improve their teaching and instructional delivery of the subject.Item The effect of peer tutoring and explicit instructional strategies on primary school pupils learning outcomes in mathematics(St. Kliment Ohridski University of Sofia, 2013) Tella, 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 analysis of covariance (ANCOVA). The sample consisted of 170 primary 5 pupils selected through simple random from eight schools. The findings revealed that there was significant main effect of treatment on achievement in Mathematics and attitude towards Mathematics. 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. All the two and three ways interaction effects on achievement and attitude were found not to be significant. These findings and application indicate that the significant main effect of treatment on mathematics achievement and attitude respectively provide empirical basis to suggest that primary school practicing Mathematics teacher should constantly use peer-tutoring and explicit teaching instructional strategies in Mathematics classrooms. The use of these instructional strategies in improving Mathematics achievement and attitude toward the subject should also be encouraged irrespective of student pupil’s ability and gender. There is also a need for developers of curriculum materials (e.g. teacher trainee's, textbook associated trainer's guide) in Mathematics methodology to incorporate the significant findings of the present study. The textual material should contain detail of hour peer-tutoring and explicit -teaching instructional strategies could be made an integral part of Mathematics teaching at the primary school level.