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Verhoging van laerskoolleerlinge se vlak van bewustheid van die distributiewe eienskap in rekenkunde by Vermeulen, Cornelis Franz
Published 2012Get full text
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Page will reload when a filter is selected or excluded.- General 9 results 9
- Mathematics 7 results 7
- Academic achievement 1 results 1
- Alternative team teaching 1 results 1
- Cognitive behaviour therapy 1 results 1
- Collaborative team teaching 1 results 1
- Computer Science 1 results 1
- Computer science undergraduates 1 results 1
- Concrete-Representational-Abstract Instruction 1 results 1
- Environmental degradation 1 results 1
- Explicit Instruction 1 results 1
- Higher Education 1 results 1
- Individual differences in learning outcomes have-been observed by many researchers in the past. Bloom (1974) proposed that the Cognitive Entry Characteristics are alterable variables that account for the greatest degree of variance in students' learning.This study, therefore, validated a causal model that involved Cognitive Entry Characteristics (CEC) and student achievement in bearing in Mathematics. The study is an ex-post facto type. Four hundred and ninety two SS 3 students were involved in the study. The samples were drawn using multi-stage sampling technique from public co-educational secondary schools in three of the five local government areas in Ibadan metropolis. The instruments used for data collection were the Mathematics Achievement Test (r = 0.80, P = 0.4) and Diagnostic Tests measuring the CECs. The data collected were analysed using path analysis ( a path between causal factor and dependent variable was retained if /Pji/≥ 0.05 and rij is significant at 0.05 aplha level) The study revealed that all the hypothesized CEC were found to have either direct or indirect effect or both on students' achievement in bearing . This has implications for education, especially the curriculum developers and classroom teachers, particularly on the need for learning sequence. It was therefore recommended that equipping students with adequate level of cognitive entry characteristics that would enhance high degree of cognitive achievement be considered by teachers. 1 results 1
- Institutional level differences 1 results 1
- Instructional strategies 1 results 1
- Java programming language 1 results 1
- Java programming language is recent, dynamic and relevant in contemporary organisations. However, literature shows that learning computer programming using Java poses problems to many computer science undergraduates. Low self-efficacy in computer programming has been identified as one of the factors responsible for the observed problems which students encounter while learning programming. Little attention has been paid by researchers towards isolating factors that are likely to influence programming self-efficacy and achievement. This study, therefore examined the predictive value of intrinsic (gender, computer experience, mathematics background, computer ownership, locus of control, background in C++ and number of programming courses) and extrinsic (institution type) factors in undergraduates‟ self-efficacy and achievement in Java computer programming (SEiJCP and AiJCP) in south-western Nigeria. The study adopted a correlational design. Purposive sampling technique was used to select 254 computer science undergraduates from four universities (three federal and one state). Only universities offering Java and C++ programming languages in their curriculum participated in the study. Five research instruments namely: Computer Experience Scale (r = 0.84), Java Programming Self-Efficacy Scale (r = 0.96), Java Programming Achievement Test (r = 0.70), Levenson Locus of Control Scale (r = 0.88) and Computer Background Questionnaire with four subscales: C++ background (r=0.87), computer ownership (r=0.90), mathematics background (r=0.84) and computer experience (r=0.79) were used to collect data. Data were analysed using descriptive statistics, t-test and Multilevel Analysis Procedures (MLAP). For MLAP, Null and Linear Growth Models were examined. Null model showed that 91.0% of the variations in SEiJCP were due to institutional level differences. Students in the state university obtained higher scores in SEiJCP (𝑥 =173.97; SD =26.39) than their colleagues in the Federal (𝑥 =128.05; SD =44.57). The mean difference in SEiJCP scores between students in Federal and state universities was statistically significant (t = 7.57, df=252, p<0.05). The Null model also showed that 82.0% of the variations in AiJCP were due to institutional level differences. However, there was no significant difference in the mean score in AiJCP between students in the state university (𝑥 =22.92; SD =11.78) and their colleagues in Federal universities (𝑥 =20.54; SD =18.72). The Linear Growth Model (LGM) showed that only the number of programming courses significantly predicted SEiJCP (β=1.15), while gender, computer ownership, mathematics background, C++ background, computer experience and locus of control did not contribute significantly to the prediction. LGM showed that none of the intrinsic factors contributed to the prediction in AiJCP. The number of programming courses significantly predicted self-efficacy in Java computer programming while institutional type significantly predicted both self-efficacy and achievement in it among computer science undergraduates in south-western Nigeria. Computer science departments in Federal and state universities should increase the number of programming courses in their curriculum. The Federal universities should also organise tutorial classes in all programming courses in order to improve self-efficacy in them 1 results 1
- Learning disabilities 1 results 1
- Literature in mathematics education shows that the teaching methods being applied by many mathematics teachers are teacher-centered. Furthermore, the methods do not relate classroom activities to out of class real life experiences. Most often, low-achieving secondary school students (LASSS) do not gain from the method of instruction and consequently develop poor attitude towards mathematics, particularly in the area of Geometry. It is on the basis of this that the study examined the extent to which Out-of-Class-Activity (OCA) and Group Counselling Strategies (GCS) enhance learning outcomes in Geometry among LASSS in Ibadan, with students’ mathematics self-efficacy (MSE) and gender as moderator variables. A pretest, posttest control group experimental design with 3x2x2 factorial matrix was adopted for the study. Multistage random sampling technique was used to select 110 LASSS from six Junior Secondary Schools in three Local Government Areas in Ibadan. These students were distributed into three groups viz: Group I (OCA), Group II (GCS) and Group III (Control). Four validated instruments: Students’ Selection Test (r = 0.70); Achievement Test in Geometry (ATG) (r = 0.81); Mathematics Self-Efficacy Scale (r = 0.85); and Geometry Attitude Scale (GAS) (r = 0.73) were used to collect data. Seven hypotheses were tested at 0.05 level of significance. Data were analysed using Mean, Standard Deviation, and Analysis of Covariance. There was a significant main effect of treatment on achievement in Geometry (F (2, 97) = 35.77, p < 0.05) and attitude towards Geometry (F (2, 97) =108.21, p < 0.05). In ATG, OCA Group performed best ( = 19.10; SD =3.99) followed by GCS ( = 19.03; SD = 3.57), while Control Group performed worst ( = 12.58; SD = 3.75). In Geometry Attitude Scale, Out-of-Class-Activity group performed best ( =220.20; SD =28.58) followed by GCS ( =205.87; SD = 21.86), while Control Group performed worst ( = 157.92; SD = 27.40). Mathematics Self-Efficacy had statistically significant effect on achievement in Geometry (F (1, 97) = 4.07, p < 0.05), but no significant effect on attitude towards Geometry. Students who held strong beliefs in their abilities performed better ( = 17.27; SD = 5.13) than those who did not believe in their abilities ( = 16.05; SD = 4.58.). There was no significant difference between the male and female students in their achievement in and attitude towards Geometry. There were no significant 2 and 3-way interaction effects of treatment, gender and MSE on learning outcomes in Geometry. This implies that the effects of treatments on learning outcomes in Geometry can be generalised across male and female and students with low and high levels of mathematics self-efficacy. Both Out-of-Class-Activity and Group Counselling strategies were effective in enhancing learning outcomes in Geometry among low-achieving secondary students. Based on the efficacy of the interventions, mathematics teachers, counsellors and school administrators should employ these strategies in enhancing learning outcomes in Geometry among students. 1 results 1
- Low- 1 results 1
- Mathematics achievement 1 results 1
- Mathematics and English Language are core subjects at the primary school level meant to develop numeracy and oral communication among pupils. Despite their importance, records show that pupils in the Niger Delta region usually score lower than their colleagues from other geopolitical zones in public examinations in these subjects. Researchers have tried to isolate the reasons for this gap in achievement. However little has been done on how geo-economic factors: environmental degradation (ED), poverty (PO), school location (SL); school attendance (SA), parental involvement (PI), and proficiency in English Language influence pupils' achievement in Mathematics. Therefore, this study examined the extent to which these factors influence primary school pupils' achievement in Mathematics in the Niger Delta region. The study adopted correlational design. Random sampling method was used to select 39 (rural = 23, urban = 16) primary schools from three states in the Niger Delta region: Delta (rural 10, urban 05), Bayelsa (rural 07, urban 06), and Rivers (rural 06, urban 05). One thousand and two hundred public primary six pupils and their parents (Rivers = 400, Delta = 400, Bayelsa = 400) participated in the study. Five instruments: Parents' Poverty Level Scale(r=0.73), Environmental Degradation Level Scale (r=0.81), Parental Involvement Scale (r=0.79), Pupils� Mathematics Achievement Test (r = 0.71) and English Achievement Test (r=0.79) were developed by the researcher. Pupils� school attendance scores were obtained from school records. Pearson correlation coefficients, path analysis and multiple regression were used for data analysis. The level of significance was set at 0.05. Mathematics achievement had positive significant relationships with environmental degradation (r=0.060) poverty (r=0.103), at-home involvement (r=0.139) and English language(r=0.295) while school location, at-school parental involvement and school attendance were not statistically significant. The fit statistics ?2(35, n = 1200) = 438.2, Root Mean Square Error of Approximation = 0.09, Comparative Fit Index = 0.59, Goodness of Fit Index = 0.93 showed that the hypothesised model moderately fit the observed correlations among the variables. Beta weights showed that ED (?=0.065), PO (?=0.082), At-home involvement (AHI) (?=0.169) and English language (ENG) (?=0.276) had direct and positive effects on Mathematics achievement. At-school parental involvement (ASI) (?= -0.96)had negative direct effect on Mathematics achievement. The ED (?=0.020), PO (?=0.029), ASI (?=0.074) and AHI (?=0.030) had positive and indirect effects on Mathematics. State (?=-0.008), SL (?=-0.02), SA (?=0.027) had only marginal indirect effects on Mathematics achievement. About 3% of the variance observed in Mathematics was accounted for by ED, PO, ASI, AHI, ENG, SA, SL and State. English language had the largest influence on Mathematics achievement, while at- school involvement had least influence. Geo-economic factors, parental involvement and proficiency in English Language had direct effects on Mathematics achievement. Therefore, pupils should be encouraged to improve on their use of English language as it enhances their understanding of Mathematics. Parents should be mobilized and their support enlisted in helping their children to succeed. Enforcement of stringent laws will reduce the devastation of the environment to provide conducive learning environment for primary school pupils. 1 results 1
- Mathematics anxiety 1 results 1
- Mathematics disability 1 results 1
- Mathematics is taught at the primary schools to enable pupils apply its skills to solve daily problems. There is evidence that pupils have phobia for and poor performance in Mathematics. This has been attributed to teachers’ non-use of effective teaching methods such as the team teaching models. Previous studies have focused largely on individual teaching methods with little attention paid to the use of Collaborative Team Teaching (CTT) and Alternative Team Teaching (ATT) models in improving pupils’ learning outcomes in Mathematics. The study, therefore, was designed to investigate the effects of CTT and ATT on pupils’ Achievement in Mathematics (AM), Interest in Mathematics (IM) and Dexterity in Mathematics (DM). The moderation effects of Pupils’ Learning Styles (PLS) and Pupils’ Self-efficacy (PS) were also examined. Tuckman’s Team and Activity Learning theories served as the framework. Explanatory sequential mixed methods design (QUAN qual) with dominant quantitative component (QUAN-dominant) was adopted in the study, while the quantitative aspect used 3x3x3 factorial matrix. Both simple random and homogenous purposive sampling techniques were used. Simple random sampling technique was used to select three Local Government Areas (LGAs) in Oyo. From each LGA, three public primary schools were randomly selected and an intact class of primary V pupils was adopted from each school. The classes were assigned to CTT (143), ATT (129) and control (129) groups, while treatment lasted for five weeks. Homogenous purposive sampling method was used to select 72 pupils, 12 primary five Mathematics teachers and 6 head teachers. Instruments used were AM (r=0.78) and DM (r=0.82) tests; IM (α=0.87), PLS (α=0.84) and Mathematics Self-efficacy (α=0.82) scales and instructional guides. These were complemented with 12 focus group discussions with pupils and 18 in-depth interview sessions with six headmasters and 12 Primary V Mathematics teachers. Data were analysed using Analysis of covariance, Sidak post-hoc test at 0.05 level of significance, while qualitative data were content-analysed. There were significant main effects of treatment on AM (F(2,374)=62.85, partial ɳ2=0.25) and IM (F(2,374)=29.86, partial ɳ2=0.14) but none on DM. Pupils in the ATT (21.09) had the highest mean score in AM, followed by pupils in CTT (12.13) and control (9.84) groups. Pupils in ATT (42.82) had the highest mean score in IM, followed by pupils in control (28.15) and CTT (27.83). There was no significant main effect of PLS on AM, IM and DM. The PS had no significant main effect on AM, IM and DM. The two-way and three-way interaction effects were not significant. Collaborative and alternative team teaching models made learning easier; provided clear understanding of the content; enhanced close interaction between pupils and teachers; and engendered innovation and creativity. Challenges associated with collaborative and alternative team teaching models included inferiority or superiority complex and conflicts among teachers. Solutions to the challenges were planning, monitoring, supervision, communication and mutual understanding. Both collaborative and alternative team teaching models improved pupils’ achievement in mathematics, while only alternative team teaching model aroused pupils’ interest in Mathematics. Primary school teachers should employ these models in teaching mathematics. 1 results 1
- Mathematics is viewed as the basis for science and technology as well as a tool for achieving scientific and technological development. Despite the importance to human activities and development, students generally view Mathematics as being an abstract subject. This has resulted in poor performance in the subject arising from the poor instructional strategies adopted in its teaching. Many studies attempting to find a solution to this problem but only a few had focused on such strategies that involve active participation of students in learning through cutting and modeling of the concepts and mastery at every step. This study, therefore, examined the effect of Concrete-Representational-Abstract Instructional Strategy (CRAIS) and Explicit Instructional Strategy (EIS) on students‟ achievement in and attitude to Mathematics. It also investigated the moderating effects of Mathematics learning difficulty and gender on dependent variables. The study adopted the pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix. Two hundred and seventy-nine senior secondary II students from six public schools purposively selected from three local government areas in Ibadan municipality were randomly grouped into two experimental groups and a control group. The experimental groups were exposed to CRAIS and EIS while the control group was exposed to Modified Conventional Teaching strategy for six weeks. Instruments used were: Test on Students Mathematics Learning Difficulties (r = 0.85); Students Mathematics Achievement Test (r = 0.83) and Students Mathematics Attitude Questionnaire (r = 0.79). Three instructional guides on Concrete-Representational– Abstract Instructional Strategy, Explicit Instructional Strategy and Modified Conventional Teaching Strategy were also used. Seven hypotheses were tested at 0.05 significance level. Data were subjected to Analysis of Covariance and Scheffe Post hoc test. Treatment had significant main effect on students achievement in Mathematics (F(2, 260) = 86.4; p<.05). Students taught with the CRAIS had higher achievement (x= 25.1) than those in the control group (x= 19.8) and EIS group ( x = 18.4). There was a significant effect of treatment on students‟ attitude to Mathematics (F (2, 260) = 11.6; p<.05). The CRAIS group had higher attitude (x = 99.0) than the EIS group ( x = 96.6) and control group ( x = 93.5). This shows that CRAIS was effective in enhancing the achievement while CRAIS and EIS were found to be more effective at improving students attitude towards Mathematics. Mathematics Learning Difficulty (MLD) has significant effect on students‟ achievement in Mathematics. (F(2, 260) = 139.1; p<.05). Students with low MLD had higher achievement ( x = 25.8) than their moderate ( x = 17.8) and high MLD ( x = 14.3) counterparts. Also, there was a significant effect of MLD on attitudes to Mathematics (F(2, 260) = 20.2; p<.05). Students with low MLD had higher attitude ( x = 99.5) than their moderate ( x = 95.2) and the high MLD group ( x = 89.3). Gender has no significant effect on students‟ achievement and attitude to Mathematics. Further, there was significant interaction effect of treatment and MLD on achievement in Mathematics (F(4, 260) = 9.3; p<.05). Among students in the CRAIS group, those with low MLD had higher achievement ( x = 31.9) than the moderate ( x = 21.3) and the high MLD ( x = 12.4) respectively.Concrete-Representational-Abstract Instructional Strategy enhanced students‟ achievement in Mathematics whereas both CRAIS and EIS improved their attitude to the subject. Therefore, CRAIS and EIS should be adopted for the teaching of Mathematics. Senior secondary school students should be screened for Mathematics learning difficulties while training programmes on the use of CRAIS and EIS should be organised for Mathematics teachers. 1 results 1
- Mathematics learning difficulty 1 results 1
- Mathematics learning outcomes 1 results 1
- Mathematics self-efficacy, 1 results 1
- Memory represents a core cognitive or psychological process that enables learners to achieve optimally in their academic pursuits. Without efficient use of memory strategies, students with learning disabilities who have problems with memory may not succeed in their studies. These students may have the ability to process information, but, they do so with great inefficiency. It is a typical far most students with learning disabilities to be unaware of basic strategies that effective learners use in their academic activities. Most authorities recognize that students with learning disabilities have uneven development of cognitive skills. They also agree that the demands of the secondary curriculum can place a strain on the student capacity to attend to the varied sources of input from teachers, instructional materials, and peers. Besides, many educators and psychologists maintain that far effective instruction far students with learning disabilities teachers must understand the flow of information among three types of memory: sensory register, working (short-term) memory, and long-term memory. There is also particular concern about memory and executive function. Teaching implications based on the information model of learning was also discussed Therefore, teachers of student with learning disabilities should ensure that their students acquire and use memory strategies used by efficient learners. If this is done, academic achievement far these students in major subject areas such as reading, mathematics, written expression, speaking and listening will improve. 1 results 1
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