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Effect of Concrete-Representational-Abstract and Explicit Instructional Strategies on Senior Secondary School Students’ Achievement in and Attitude to Mathematics
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CONSOLIDATION AND HUMAN RESOURCE MANAGEMENT IN SELECTED BANKS IN LAGOS, NIGERIA
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Page will reload when a filter is selected or excluded.- Bank reforms 1 results 1
- Concrete-Representational-Abstract Instruction 1 results 1
- Consolidation 1 results 1
- Explicit Instruction 1 results 1
- Human resources 1 results 1
- Job adaptation 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
- Students‟ achievement and attitude to Mathematics 1 results 1
- The recapitalisation policy of July 4, 2004 by the Central Bank of Nigeria (CBN) introduced consolidation as a survival option for banks. This required the harmonisation of hitherto separated structures of management and job redesign. There is, however, a dearth of data on implications of reform programmes on the management of human resources in the sector. The limited information on it are also inconclusive. The study, therefore, sets out to investigate the human resource challenges in the post-consolidation period in the specific areas of job adaptation, job insecurity, cultural integration, work relations, wage disparity and voice representation. A survey was conducted within the city of Lagos because of its prominence as Nigeria's commercial capital. Three banks namely Union Bank, Oceanic Bank and Unity Bank were purposively selected for the study. While Union Bank has had a longer history of banking commencing from 1917, Oceanic Bank was established in 1991 in the closing period of banking expansion and Unity Bank in 2006 as a result of consolidation-induced combination of nine banks. Data were obtained through quantitative and qualitative techniques. The quantitative approach involved the administration of questionnaire on 221 employees from the headquarters of the selected banks through simple random sampling. Qualitative data were derived from four in-depth interviews involving top management staff of the three banks. Data were analysed using frequency counts, simple percentages and content analysis. Employee job adaptation improved through the employment of culture-bound strategies such as after-service delivery and personalised customer relations by bank management in the three banks. For 70% of respondents across the banks, active union participation was important for effective voice representation that could check indiscriminate job losses, and consequently improve job security. Consolidation acted primarily as a redemptive option to assist distressed banks, and to restructure the banking system for effective service delivery. Diverse cultures brought into the banks by new employees were effectively integrated according to 84.8% of respondents, particularly in Union Bank and Unity Bank. With the exception of Unity Bank, high job insecurity prevailed in other banks; 59.4% of respondents opined that staff reduction was based on employee performance appraisal. However, the high wage compensation that typically attracted employees to the sector lost its appeal due to high rate of retrenchment which was not negotiated with the unions. Nevertheless, in Union Bank and Oceanic Bank, wage compensation improved considerably in the post-consolidation era according to 83.4% of the respondents while wage cuts was a factor of job sustenance for employees of Unity Bank. Banking consolidation provided the basis for refocused strategy for banks in managing human resources and improving wages and productivity. This was carried out at the expense of job security and voice representation. Future banking reforms should be designed to avert these negative side effects on human resources. 1 results 1
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