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COMPUTER ASSISTED INSTRUCTION AND MASTERY LEARNING STRATEGY AS DETERMINANTS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS
No full textThis study investigated Computer Assisted Instruction (CAI) and Mastery Learning Strategy (MLS) as Determinants of Senior Secondary School Students’ Achievement in Mathematics. The study adopted a quasi-experimental research design of pretest posttest non-equivalent control group with a sample size of 350 male and female students. A mathematics achievement test (MAT) with reliability coefficient of (α=0.84) was used to collect data. Three research questions were answered using mean and standard deviation while the three research hypotheses were tested using analysis of covariance (ANCOVA) at 0.05level of significance. The findings were thus: There was a significant main effect of treatment (CAI, MLS, TM) on students’ achievements in mathematics. There was a significant main influence of gender on students’ achievement in mathematics. There was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the result of the study, it was recommended that CAI and MLS should be applied in teaching mathematics in secondary schools to contribute significantly to the achievement of students
Validación de una escala sobre dominios de creatividad para futuros profesores de ciencias naturales, tecnología y matemáticas
No full textIntroduction. Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers.Method. Exploratory and confirmatory factor analyses were performed on the responses of 337 preservice science, technology, and mathematics teachers to the Kaufman Domains of Creativity Scale.Results. Results of both analyses supported the five-factor structure of the Kaufman Domains of Creativity Scale: Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Construct validity of the Kaufman Domains of Creativity Scale was supported by its relationships with the Big Five Inventory in ways that were predicted by theory and consistent with previous research. Coefficient alphas and coefficients of congruence were generally strong.Discussion and Conclusion. The present study provided incremental validity to the multidimensional nature of the Kaufman Domains of Creativity Scale thus reinforcing the five-factor model namely Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Additionally, a Nigerian version of the 50-item Kaufman Domains of Creativity Scale in the three major indigenous languages: Hausa, Igbo, and Yoruba need to created and tested among undergraduate and postgraduate students in Nigerian institutions of higher learning.Introducción. La investigación sobre la estructura factorial de la Escala de Dominios de la Creatividad ha sido abundante hasta ahora . El propósito de este estudio fue probar la validez de las Esclas Kaufman de la Creatividad en una muestra de estudiantes de ciencia y tecnología, y matemáticas de pregrado nigeriana .Método. Análisis factoriales exploratorios y confirmatorios se realizaron en las respuestas de los profesores de matemáticas de 337 alumnos de pregrado de ciencia y tecnología. Que contestaron a los dominios de la Escla Kaufman de Creatividad .Resultados. Los resultados de ambos análisis apoyaron la estructura de cinco factores de los Dominios Kaufman de la Escla de Creatividad Escala: académica, de rendimiento (que abarca la escritura y la música) mecánica/científico, auto-percepción y Artístico. La validez de constructo de los dominios de la Escala Kaufman recibió el apoyo de sus relaciones con el inventario de los cinco grandes en formas que fueron predichas por la teoría y consistentes con investigaciones previas. Los coeficientes Alfa y de congruencia fueron generalmente altos.Discusión y conclusión. El presente estudio proporciona validez incremental a la naturaleza multidimensional a la Escala de Dominios de la Creatividad Kaufman, reforzando así el modelo de cinco factores, académica, de rendimiento (que abarca la escritura y la música), a saber Mecánico / Científico, Auto-percepción y Artístico. Además, una versión nigeriana de la Escala de 50-item Kaufman de Dominios, en los tres principales idiomas indígenas (Hausa, Igbo, y Yoruba) es necesario crear y probar entre los estudiantes de pregrado y posgrado en las instituciones de educación superior de Nigeria
Recent Curriculum Reforms in Primary and Secondary Schools in Nigeria in the new Millennium
Get PDFThe world over, education is regarded as an instrument per excellence for effecting social, psychological, economical, political, intellectual, and developmental transformation of a people and curriculum remains the tool for achieving this purpose. This paper therefore started with a brief account of education reform in Nigeria since 1960 and gradually graduated into a detailed account of recent curriculum reforms in pre-tertiary institutions (primary and secondary schools) in Nigeria in the new millennium interspersed with the reasons for the reforms, underlying principles, misconceptions about the reforms and recent review of the nine-year basic education curriculum. The differences between the new curriculum tagged Curriculum 2007 and the old curricula, constraints to the implementation of the new curriculum, and the way forward were extensively discussed. Keywords: Curriculum reforms, Primary and Secondary Schools, New Millennium, Nigeri
The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria
Get PDFEvidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students’ achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statistically weighty associations amid critical thinking and its gauges (analysis, deductive reasoning, inductive reasoning, evaluation, and inference) with students’ quantitative reasoning achievement. In addition, the five gauges or indicators were weighty forecasters of quantitative reasoning achievement among the junior secondary school students. Based on the outcomes of this study, it was recommended that mathematics teachers should abstain from deploying teacher-centered pedagogies that are hostile to students’ comprehension of mathematical concepts and critical thinking. In conclusion, mathematics teachers should endeavour to integrate everyday life experience of the students into the mathematics taught in the classroom to enable purposeful utilization of mathematics. Bukti menunjukkan kelangkaan penyelidikan tentang hubungan antara berpikir kritis (CT) dan prestasi siswa dalam penalaran kuantitatif (QR) di Nigeria. Studi korelasional ini mengadopsi model kuantitatif untuk menyelidiki keterampilan berpikir kritis sebagai korelasi prestasi dalam penalaran kuantitatif di antara 1500 siswa sekolah menengah pertama di Lagos State, Nigeria. Penelitian ini melibatkan tiga pertanyaan penelitian dan dua instrumen yang valid dan reliabel {California Critical Thinking Skills Test-Form B (CCTST dengan KR-20=0.88 dan Quantitative Reasoning Achievement Test (QRAT dengan KR-20=0.92)} digunakan untuk pengumpulan data Data yang terkumpul dianalisis dengan menggunakan statistik mean, standar deviasi, koefisien korelasi product-moment Pearson, dan analisis regresi berganda pada tingkat signifikansi 5%.Hasil penelitian menunjukkan kekurangan penalaran kuantitatif yang lazim di antara sekolah menengah pertama siswa di Negara Bagian Lagos Hasil menunjukkan asosiasi yang berbobot secara statistik di antara berpikir kritis dan pengukurnya (analisis, penalaran deduktif, penalaran induktif, evaluasi, dan inferensi) dengan pencapaian penalaran kuantitatif siswa. prestasi penalaran siswa SMP Berdasarkan hasil penelitian ini, Direkomendasikan bahwa guru matematika harus menjauhkan diri dari menyebarkan pedagogi yang berpusat pada guru yang memusuhi pemahaman siswa tentang konsep matematika dan pemikiran kritis. Kesimpulannya, guru matematika harus berusaha untuk mengintegrasikan pengalaman hidup sehari-hari siswa ke dalam matematika yang diajarkan di kelas untuk memungkinkan pemanfaatan matematika yang bertujuan
Validación de una escala sobre dominios de creatividad para futuros profesores de ciencias naturales, tecnología y matemáticas
Get PDFExamining Attitude towards Continuous Assessment Practices among Nigerian Preservice STM Teachers
Get PDFThe study investigated the attitudes of 339 preservice Science, Technology and Mathematics (STM) teachers towards continuous assessment practices in Nigeria within the blueprint of a descriptive survey research design in a conventional university. Data were collected using an instrument tagged preservice STM teachers’ attitudes toward CA questionnaire in which respondents were to indicate the extent of their agreement or otherwise, on a modified five–point Likert attitude measuring scale, to a set of 39 statements made on various assessment practices. Results showed that a higher proportion of the preservice STM teachers seemed to display positive attitudes toward most of the continuous assessment practices while their attitudes toward some assessment practices tended to be either negative or neutral. Although gender and age might not be factors in preservice STM teachers’ attitudes toward continuous assessment practices, discipline of study was the only potent predictor of preservice STM teachers’ attitudes towards CA practices. Keywords: Attitude, continuous assessment practices, preservice science, technology, and mathematics teachers, Nigerian
Teachers’ Perception of the Influence of COVID-19 on the Performance of Senior Secondary School Class Three Students: Inferences for STEM Education in Nigeria
No full textThe latest eruption of COVID-19 pandemic in December 2019 has led to the complete lockdown of key conurbations worldwide which occasioned the premature shutting down of schools in conurbations affected. With the surging cases of the COVID-19 pandemic in Nigeria, it is conjectured that COVID-19 may have an undesirable effect on the performance of senior secondary school class three students in science, technology, and mathematics (STM) subjects in the forthcoming national and regional examinations conducted by the National Examinations Council (NECO) and the West African Examinations Council (WAEC). By drawing on qualitative research method and case study design, the study collected data through electronic interviews conducted with nine STM teachers. Results showed that there are likelihoods of a further drop in the pass rate of senior secondary school class three students in STM subjects in this year’s national and regional examinations if COVID-19 contagion is not curtailed. COVID-19 induced school closure and subsequent adoption of virtual modes of learning mediated through social media platforms, television and radio broadcast has resulted in the loss of quality teaching and learning time coupled with the disruption of the school academic calendar. The study recommended that Nigerian government at all levels should make it a point of duty to distribute iPads and electronic tablets preloaded with e-textbooks to all senior secondary school class three students in the country. This will help to mitigate the effect of the COVID-19 pandemic on students’ academic performance in STM subjects in the forthcoming national and regional examinations
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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