Scholarly works
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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 Influence of in-class and after-class mathematics practice on students' achievement in selected secondary schools in ibadan north local government of Oyo State, Nigeria(2014-09) Tella, A.; Osunniyi, K. M.This study examined the influence of In-class and After- class mathematics practices on students' achievement in mathematics in senior secondary within Ibadan North Local Government of Oyo State, Nigeria. 120 students between the ages of 14-20 years were sampled for the study; 60 males and 60 females; 30 each from four schools with 10 from each arm-science, social sciences and arts- from each school. Descriptive survey type was adopted for this study. Three questionnaires forms were used; the Student Practice Perception Questionnaire (SPPQ), Teacher Practice Approach Questionnaire (TPAQ) and Mathematics Achievement Test (MAT). The data were analyzed using frequency count, percentage, t-test, one way analysis of variance and correlation statistics. The result shows that the two practice assessment approaches have a positive correlation with students’ achievement with In-class practice having higher index (5.8%). Also no practice approach has an advantage over the other in influencing students’ achievement in mathematics. Furthermore, teachers most preferred practice approach correlates positively with students' most preferred approach. Lastly opportunity to practice or engage in mathematics has positive influence on students' achievement. The study recommends a combined and flexible use of In-class and After class practice approach as an opportunity to learn which help to improve students' achievement.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.Item Relationship among self-concept, locus of control, motivation and mathematics achievement of upper basic school students(Department of Curriculum Studies, Ekiti State University, Ado-Ekiti, Nigeria, 2013-10) Tella, A.The study examined the relationship among self-concept locus of control, motivation and mathematics’ achievement among upper Basic school students in Oyo and Osun State of Nigeria. Three hundred students comparises male and female were randomly selected from ten schools in the two states constituted the sample for the study. SCLOCM was used to collect data with cronbach alpha (a = 087) and standardized mathematics achievement test, Two research questions were raised and answered in the study using multiple regression and analysis of variance. The results of the findings indicates the following; that a significant relationship exists among self-concept, locus of control, motivation and mathematics achievement, that these variables when taken together predicts students mathematics achievement. Implication of this finding for school administrators, mathematics teachers stakeholders and government were proferred.Item Effects of environmental variables on students’ achievement in mathematics in some selected schools in ila lga Osun State, Nigeria(The Mathematical Association of Nigeria, 2013-09) Tella, A.The study examines the relationship between some environmental variables and students' achievement in mathematics. The research design adopted for this study was a survey in which 250 senior secondary school III students were sampled through stratified random technique. Mathematics Achievement Test and a questionnaire on environmental variables were used as instruments for data collection. The data collected were analyzed using inferential statistics, Pearson Product Moment Correlation. The findings demonstrate that there was a relationship between economic factor and students' achievement in mathematics. Also; a significant relationship was observed between socio-factor, peer influence and home background and students' achievement in mathematics. It was recommended among others that parents should use their socio-economic status positively whether high or low to influence their children performance in mathematics; and if possible, other subjects. They can do this by making available the necessary materials such as books, learning aids and even writing materials that can enable them to do well in mathematics.Item Investigation into relationship between procrastinatory behaviour and mathematics achievement of Osun State college of education students(Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria, 2012-10) Tella, A.The study examined academic procrastination in relation to Mathematics academic achievement of Osun State College of Education Students, lla-Orangun. One hundred students taken via census constituted the study sample. An adopted and modified version of a 35-item standardized procrastination scale with r = 0.90 via Cron bach alpha was used for data gathering. Three hypotheses were developed and tested using Pearson Product Moment Correlation; Analysis of Variance [ANOVA], and students-t statistical tools. The result indicated that procrastination had an inverse relationship to and influence on mathematics academic achievement of students and the influence was irrespective of gender. Implication of procrastination on Mathematics achievement was highlighted. And parts of the suggestions for students to overcome procrastination include that; they should find help if needed because staff can usually offer a lot of support and advice if they are confused about a piece of work.Item Towards unifying gender disparity/gap in STM: the roles of ‘CAT’ and ‘SEIT’ in enhancing the career interest of female and women in male dominated studies/occupations(2012-11) Tella, A.This study describes gender differences in student achievement in the academic areas of science, mathematics and technology (SMT). The literature indicates consistent patterns of gender differences in SMT in which males generally performed better than their female counterpart. The study suggests, career awareness training and self-efficacy intervention techniques in enhancing the career interest of female students in male dominated subjects or occupations and the conditions for enhancing female’s career interest in male dominated subjects/disciplines should be incorporated into the SMT curriculum.Item An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction(Taylor & Francis, 2011-03) Tella, A.This study examined the mathematics teachers’ Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers’ age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.Item Locus of control, interest in schooling and self-efficacy as predictors of academic achievement among junior secondary school students in Osun State, Nigeria(2011-05) Tella, A.; Tella, A.; Adeniyi, S. O.Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-five secondary schools through stratified random techniques. The stratification factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized.Item An assessment of mathematics self-efficacy of secondary school students in osun state, Nigeria(Ife Centre for Psychological Studies, 2011-03) Tella, A.The study examined an assessment of mathematics self-efficacy of secondary school students in Osun State. It drawn on 500 students comprising 250 males and 250 females randomly selected from 5 secondary schools in Osogbo. Their ages range between 11-17 years with a mean age of 14 years and a standard deviation of 4. A self - efficacy instrument developed by (Morgan & Jinks 1995) was adapted with mathematics achievement test with r= 0.72 developed by the researcher were used for data collection. Three hypotheses were tested at 0.05 level of significance using student-t test, Pearson Product Moment Correlation and Analysis of Variance (ANOVA) statistical tools. The results indicated that significant difference exists in the mathematics self-efficacy of the subjects based on gender and age groups, and that of mathematics achievement. Based on the findings, it was recommended that Secondary School teachers should always make mathematics class more interesting as this will go a long way to improve the student’s self efficacy and achievements in the subjects.