INSTITUTE OF EDUCATION
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Item Teacher factors as correlates of students' anxiety in junior secondary school mathematics: a study in school effectiveness(Department of Science Education, University of Nigeria, Nsukka., 2011-04) Adewale, J. G.Students' mathematics anxiety is one of the problems in the secondary schools which make them not to perform optimally in mathematics achievement tests. Teachers have been seen as a single factor that can increase or reduce students' mathematics anxiety. Therefore this study examined the composite and relative contributions of five teacher factors (teacher qualification, gender, behaviour, expectation and attitude) to students' mathematics anxiety. The study adopted a survey a survey research of the expo facto type. A multi stage sampling technique was employed to obtain a sample of 54 JSS mathematics teachers and 1,620 JSS2 students in 54 schools in Oyo State. Two instruments used in this study were the Mathematics Anxiety Rating Scale (MARS) and Teacher Questionnaire (TQ). The data collected were subjected multiple regression analysis. The combination of the predictor variables: qualification, gender, behaviour, expectation and attitude explained 68.7 percent of the variance in students' anxiety in mathematics as shown by the coefficient of determination (R2 =0.838). The relative contributions of each of the three predictor variables shows that teacher attitude ( β=_0.282,p <0.05) had the highest contribution, teacher qualification(β= -0.133, p< 0.05), teacher classroom behaviour (β= -0.101, p< 0.05), teacher expectations (β= 0.102, p< 0.05) and teacher gender (β= 0.010, p>0.05). The potent predictor variable to students' mathematics anxiety is teacher attitude; therefore, teachers should be friendly in their approach as students tend to learn better in a tension free or friendly environment.Item Reducing senior secondary school studetns' mathematics anxiety through brain-based instructional strategy: a study in school effectiveness(2011-02) Adewale, J. G.One of the indicators of school effectiveness is the sate of learning environment.Learning enivironment could be physical or psychological (anxiety). This study focuses on the later. If the learning environment is not conducive, studetns are not likely to learn well, thus failure rate may be high. One of the psychological learning environments which is potent is causing high failure rate in mathematics is studetns' anxiety. The students' anxiety in mathematics is likely to have its root from how the subject is taught. This study, therefore, examines ways of reducing senior secondary school students' anxiety in mathematics using brain-based instructional strategy. The study adopted a quasi experimental design with pre test-post test control groups. Two instruments: response (mathematics anxiety scale) and stimulus (experimental package) were used to collect data. The result shows that studetns exposed to brain-based instructional strategy had their anxiety level in mathematics reduced than those in the control group. It to have its root from how the subject is taught. This study, therefore, recommended that teachers should use brain-based instructional strategy in teaching. moreover, because brain-based instructional strategy is relatively new, teachers should be taught to use it in teaching mathematics in schools since it has the potential to reduce studetns' mathematics anxiety.Item Improving junior secondary school student's attitude towards mathematics through brainstorming learning strategy: a study in school effectiveness(Department of Educational Management University of Ibadan., 2000-06) Adewale, J. G.Academic achievement stands out as one of the measures of school effectiveness; however, the poor achievement of students in school subjects like mathematics both at school and at public examinations has been a concern to mathematics educators. The failure rate may be due to students' attitude to subject which is likely to have its roots from how the subject is taught. This study, therefore, examines the effect of brainstorming on students' attitude in junior secondary school mathematics. The study adopted a quasi experimental design with pre test- post test control group. Two instruments: response (Student Questionnaire) and stimulus (experimental package) were used to collect data. The result shows that students exposed to brainstorming strategy developed positive attitude to mathematics than those in the control group. It is, therefore, recommended that teachers should be taught to use brainstorming strategy in the teaching of mathematics in school.