The study was conducted to determine the effect of improvised computer-based software on the achi... more The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study:745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer centre, was used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package to teach graphical solutions to quadratic equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t= 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.
International Journal of Education and Social Science Research
The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary schoo... more The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary school students in the rural communities of Akwa aibom state of Nigeria was studied. Five hundred (500) students were randomly selected from 2057 Senior Secondary School Class Two (SSC2) students. The scores of the students in Mathematics were collected from the terminal examination result broad sheets. Using causal comparative (ex- post facto) design, the analysis of data revealed that there existed significant differences in academic achieve of the students before and after the OVID – 19 pandemics. students’ achievement decline after COVID -19, due to the negative effect of the pandemic on learning and education in general. Students need palliatives and motivations to recover from shock cause by the COVID – 19.
International Journal of English Language Education
The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary schoo... more The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary school students in the rural communities of Akwa aibom state of Nigeria was studied. Five hundred (500) students were randomly selected from 2057 Senior Secondary School Class Two (SSC2) students. The scores of the students in English Language were collected from the terminal examination result broad sheets. Using causal comparative (ex- post facto) design, the analysis of data revealed that there existed significant differences in academic achieve of the students before and after the COVID – 19 pandemics. students’ achievement decline after COVID -19, due to the negative effect of the pandemic on learning and education in general. Students need palliatives and motivations to recover from shock cause by the COVID – 19.
The dastardly approach to the teaching of mathematics has resulted in attendance poor performance... more The dastardly approach to the teaching of mathematics has resulted in attendance poor performance and stigmatization of the subject. Obviously, mathematics is styled a difficult subject everyway in the globe; not withstanding so many methodological changes that have taken place in the teaching and learning of the subject, the public views, classroom activities aftermath, teachers’ comments, all paint mathematics as hard, complex and difficult. The situation spells doom but is not incorrigible. The fact is that the teachers’ preoccupation before class includes enriching knowledge of content material, assembling appropriate instructional materials, procuring suitable assessment and evaluation tool for learners achievement and is satisfied that the delivery will be successful after the class what ever happened is rarely the teachers business,of course mathematics is not an easy subject, let the learners go home and work hard. This have been the bend in the teaching of mathematics over the years, the teacher lacks a reappraisal mechanism, the tools to assess the success or failure of his delivery is unavailable hence is unable to measure at each stage or at the end of the class how well the work has been done. Axiomatic approach emphasize principled techniques of evaluating teaching, subject matter, materials and deliverability of the content as the class activities progresses, using formula where numerical constants and variables are imputed to obtain deliverability indices that are capable of giving indication for the success or failure of a learning activity. The formula include instrument for measuring the effectiveness of the instructional materials in promoting learning, adequacy of teachers mastery of the content material in terms convertibility, versatility and communicability of the required skills and also formula for measuring the level of acceptability and receptivity of the instruction by the learners.
The dastardly approach to the teaching of mathematics has resulted in attendance poor performance... more The dastardly approach to the teaching of mathematics has resulted in attendance poor performance and stigmatization of the subject. Obviously, mathematics is styled a difficult subject everyway in the globe; not withstanding so many methodological changes that have taken place in the teaching and learning of the subject, the public views, classroom activities aftermath, teachers’ comments, all paint mathematics as hard, complex and difficult. The situation spells doom but is not incorrigible. The fact is that the teachers’ preoccupation before class includes enriching knowledge of content material, assembling appropriate instructional materials, procuring suitable assessment and evaluation tool for learners achievement and is satisfied that the delivery will be successful after the class what ever happened is rarely the teachers business,of course mathematics is not an easy subject, let the learners go home and work hard. This have been the bend in the teaching of mathematics over the years, the teacher lacks a reappraisal mechanism, the tools to assess the success or failure of his delivery is unavailable hence is unable to measure at each stage or at the end of the class how well the work has been done. Axiomatic approach emphasize principled techniques of evaluating teaching, subject matter, materials and deliverability of the content as the class activities progresses, using formula where numerical constants and variables are imputed to obtain deliverability indices that are capable of giving indication for the success or failure of a learning activity. The formula include instrument for measuring the effectiveness of the instructional materials in promoting learning, adequacy of teachers mastery of the content material in terms convertibility, versatility and communicability of the required skills and also formula for measuring the level of acceptability and receptivity of the instruction by the learners.
The study was conducted to determine the effect of improvised computer-based software on the achi... more The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study:745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer centre, was used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package to teach graphical solutions to quadratic equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t= 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.
International Journal of Education and Social Science Research
The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary schoo... more The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary school students in the rural communities of Akwa aibom state of Nigeria was studied. Five hundred (500) students were randomly selected from 2057 Senior Secondary School Class Two (SSC2) students. The scores of the students in Mathematics were collected from the terminal examination result broad sheets. Using causal comparative (ex- post facto) design, the analysis of data revealed that there existed significant differences in academic achieve of the students before and after the OVID – 19 pandemics. students’ achievement decline after COVID -19, due to the negative effect of the pandemic on learning and education in general. Students need palliatives and motivations to recover from shock cause by the COVID – 19.
International Journal of English Language Education
The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary schoo... more The effect of COVID – 19 pandemics pandemic on the academic achievement of senior secondary school students in the rural communities of Akwa aibom state of Nigeria was studied. Five hundred (500) students were randomly selected from 2057 Senior Secondary School Class Two (SSC2) students. The scores of the students in English Language were collected from the terminal examination result broad sheets. Using causal comparative (ex- post facto) design, the analysis of data revealed that there existed significant differences in academic achieve of the students before and after the COVID – 19 pandemics. students’ achievement decline after COVID -19, due to the negative effect of the pandemic on learning and education in general. Students need palliatives and motivations to recover from shock cause by the COVID – 19.
The dastardly approach to the teaching of mathematics has resulted in attendance poor performance... more The dastardly approach to the teaching of mathematics has resulted in attendance poor performance and stigmatization of the subject. Obviously, mathematics is styled a difficult subject everyway in the globe; not withstanding so many methodological changes that have taken place in the teaching and learning of the subject, the public views, classroom activities aftermath, teachers’ comments, all paint mathematics as hard, complex and difficult. The situation spells doom but is not incorrigible. The fact is that the teachers’ preoccupation before class includes enriching knowledge of content material, assembling appropriate instructional materials, procuring suitable assessment and evaluation tool for learners achievement and is satisfied that the delivery will be successful after the class what ever happened is rarely the teachers business,of course mathematics is not an easy subject, let the learners go home and work hard. This have been the bend in the teaching of mathematics over the years, the teacher lacks a reappraisal mechanism, the tools to assess the success or failure of his delivery is unavailable hence is unable to measure at each stage or at the end of the class how well the work has been done. Axiomatic approach emphasize principled techniques of evaluating teaching, subject matter, materials and deliverability of the content as the class activities progresses, using formula where numerical constants and variables are imputed to obtain deliverability indices that are capable of giving indication for the success or failure of a learning activity. The formula include instrument for measuring the effectiveness of the instructional materials in promoting learning, adequacy of teachers mastery of the content material in terms convertibility, versatility and communicability of the required skills and also formula for measuring the level of acceptability and receptivity of the instruction by the learners.
The dastardly approach to the teaching of mathematics has resulted in attendance poor performance... more The dastardly approach to the teaching of mathematics has resulted in attendance poor performance and stigmatization of the subject. Obviously, mathematics is styled a difficult subject everyway in the globe; not withstanding so many methodological changes that have taken place in the teaching and learning of the subject, the public views, classroom activities aftermath, teachers’ comments, all paint mathematics as hard, complex and difficult. The situation spells doom but is not incorrigible. The fact is that the teachers’ preoccupation before class includes enriching knowledge of content material, assembling appropriate instructional materials, procuring suitable assessment and evaluation tool for learners achievement and is satisfied that the delivery will be successful after the class what ever happened is rarely the teachers business,of course mathematics is not an easy subject, let the learners go home and work hard. This have been the bend in the teaching of mathematics over the years, the teacher lacks a reappraisal mechanism, the tools to assess the success or failure of his delivery is unavailable hence is unable to measure at each stage or at the end of the class how well the work has been done. Axiomatic approach emphasize principled techniques of evaluating teaching, subject matter, materials and deliverability of the content as the class activities progresses, using formula where numerical constants and variables are imputed to obtain deliverability indices that are capable of giving indication for the success or failure of a learning activity. The formula include instrument for measuring the effectiveness of the instructional materials in promoting learning, adequacy of teachers mastery of the content material in terms convertibility, versatility and communicability of the required skills and also formula for measuring the level of acceptability and receptivity of the instruction by the learners.
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