Questioning Skill sensitization and teacher self-efficacy training in enhancing students’ mathematics achievement in Oyo state, Nigeria.

Abstract

This study adopted the pretest-posttest control group quasi- experimental design with 3X2X3 factorial matrix. Multistage sampling technique was used to select 142 participants; representing senior secondary school II students who were selected from the three Senatorial zones in Oyo state, Nigeria. Participants were randomly assigned to two experimental groups and one control group. The mathematics achievement test (r = 0.982) was the research instruments used. Three null hypotheses were tested at a = 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA and Duncan post hoc test. There was a significant main effect of treatment on mathematics achievement (F2, 123 = 80.971, p < 0.05). Questioning skill sensitization (QSS) group obtained the highest adjusted post - test mean score on mathematics achievement test (X = 51.79), followed by the Teacher self-efficacy training (TSET) (X = 49.03), while the least score was obtained by the control group (X = 35.23). There was significant main effect of gender on mathematics achievement test score (Fi, 123= 5.495; P <0.05). However, there was no significant main effect of the subjects’ combination on mathematics achievement test (F 2,123 — 0.89; P > 0.05) among participants. QSS and TSET were effective in enhancing mathematics achievement. It is, consequently, recommended that conscious efforts should be made by counselling psychologists, mathematics teachers and other professionals working on student achievement to adopt these two methods during teaching-learning process. Taken into cognizance that gender and subjects combination as moderating variables improved the effectiveness of the intervention on mathematics achievement, and students are admonished to constantly practice mathematics exercise.