FACULTY OF EDUCATION
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Item Comparison of professional self esteem of public and private school mathematics teachers in Ibadan metropolis, Oyo State(Department of Guidance and Counselling, University of Ibadan, 2018-06) Tella, A.Professional self-esteem is the appraisal of one’s cognitive, emotional and behavioural capabilities that makes an individual a true professional in real sense. It is to get to know the real essence of a profession, its perquisite along and competencies of a professional. Professional self-esteem of mathematics teachers varied across the level and location of operations of mathematics teachers especially between public and private primary school in Ibadan metropolis, Nigeria evidenced from reports. This study, therefore, investigated the comparison of public and private junior secondary school mathematics teachers’ professional self-esteem because of the noticeable negative behaviour of mathematics teacher at this level. The study also examined apart from the comparison between professional self-esteem of public and private mathematics teachers in junior secondary schools, the differential in professional self-esteem of urban and rural mathematics teachers. The study was anchored on social learning theory by Bandura, while survey design was adopted. Multistage sampling procedures was used. First, all junior secondary schools and mathematics teachers in Ibadan metropolis were enumerated. Schools were then stratified into public and private and also into urban and rural schools. Simple random technique was used to select 150 mathematics teachers from 50 junior secondary schools (Private - 49 and Public - 101). Mathematics Teachers Professional Self-Esteem Scale (r = 0.81) was used to collect data. The data gathering lasted four weeks by the investigator with the assistance of three research assistants. Data were analysed using frequency count, mean, standard deviation and sampled t-test at 0.05 level of significance. Qualitative data were content analysed after observing five sessions of focus group discussions with the 25.0% of selected teachers. The results revealed a significant mean difference between public (x = 41.35) and private (x = 29.27); urban (x = 25.41) and rural (x = 21.69); male (x = 6137) and female (x" = 49.53) professional self-esteem of mathematics teachers. The professional self-esteem was higher in term of public, urban, and male mathematics teachers. Mathematics teachers’ professional self-esteem should be sustained and strengthened through incentives, good reward system, marking allowances, teacher gender sensitivities, prompt and timely promotion as at when due.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 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.