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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Assessment of the pattern of SS1 students pre-level mathematics cognitive and content achievement(2018-06) Adeleke, J. O.; Ariyo, S. O.This study investigates cognitive and content pattern of SS1students' pre-level Mathematics achievement. The study also investigated gender role on the pattern of cognitive and content of SS1 pre-level mathematics achievement. A total of 355participants were drawn from six public secondary schools across two randomly selected local governments in Ibadan Metropolis in Oyo State. The instrument has a reliability of 0.74. Three research questions were answered. Results obtained indicated that SS1 students demonstrated highest strength in geometry and mensuration ( x = 46.45) algebraic processes ( x = 37.05), statistics and probabilities ( x = 33.27) are the contents that students are still finding most difficult Students performed poorly on questions that required higher order thinking ( x = 40.04) but found questions that tested recall ability quite easy ( x = 45.35). The way both male and female SS1 students performed based on content and levels of cognition does not differ significantly al 0.05 level of significance. Teachers should explore the findings to identify areas of mathematics that demand more efforts for improved performanceItem Using after school programme to improve mathematics achievement and attitude among grade ten low achievers(2018) Ariyo, S. O.; Adeleke, J. O.Importance of mathematics in technological development of any nation requires that more attention be given to students with consistent failure in the subject. This study established the effectiveness of an after school programme among low learners in mathematics. Pre- and post-test, control group quasi-experimental design was used for the study. Participants (grade 10. ages 14-15 students) who scored 40% and below in the diagnostic assessment were selected across the four schools far the experiment. Two schools each were randomly assigned to control (conventional) and treatment (use of diagnostic assessment followed by the after school programme) groups. A total of 95 participants (49 males and 46 females) formed the sample far the study. Four research instruments were used. A t-test was used for the analysis. No significant difference in students ' achievement and attitude was evident before treatment; however, there was significant effect of treatment on students’ posttest mathematics achievement t(9S)=9.22, p<0.05 but not on attitude. Teachers are encouraged to use diagnostic assessment to identify students with learning needs and use after school programme to enhance their performance