Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

Ojaleye, Omotayo; Awofala, Adeneye O. A.

doi:10.21890/ijres.428286

Cited by 29 publications

(26 citation statements)

References 24 publications

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“…The non-significant interaction effect of treatment and gender recorded in this study was in line with previous study (Ojaleye & Awofala, 2018) which showed that gender appeared not to interrelate with instruction to produce results, meaning that the treatment conditions did not differentiate across gender in this study. Contrarily, Ogunleye, Awofala and Adekoya (2014) reported that there was a statistically significant interaction effect of treatment and gender on students' achievement in physics.…”

Section: Resultssupporting

confidence: 91%

“…This result showed that students' achievement in mathematics was greatly enhanced when they were taught with the differentiated instruction than when they were taught with the conventional teaching method. This finding supported earlier findings (Awofala, 2011a(Awofala, , 2011cAkinsola & Awofala, 2008;Akinsola & Awofala, 2009;Awofala, Fatade & Ola-Oluwa, 2012;Awofala, Fatade & Ola-Oluwa, 2013;Awofala & Nneji, 2011;Awofala, 2014;Awofala, 2010;Ojaleye & Awofala, 2018) which associated improved content learning and achievement to learner-centred teaching strategies. The conventional teaching method has not only been judged for accentuating teacher activity at the expense of students' participation (Awofala, Arigbabu & Awofala, 2013) but that it could have a detrimental and negative influence on students' achievement in mathematics (Awofala, 2011a;Ojaleye & Awofala, 2018).…”

Section: Resultssupporting

confidence: 89%

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Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Awofala

Lawani

2020

Journal of Educational Sciences.

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This study examined the effect of differentiated instruction on senior secondary school students' achievement in mathematics in Nigeria within the blueprint of the pre-test, post-test nonequivalent control group quasi-experimental research design. The sample comprised 220 students in which three research questions and three null hypotheses guided the study. The experimental group was taught with the differentiated instruction while the control group received instruction with the conventional teaching method for eight weeks. Three valid and reliable instruments, Mathematics Achievement Test (KR-20=0.89), Felder-Soloman Index of Learning Styles (Cronbach α=0.92), and McKenzie Multiple Intelligences Inventory (Cronbach α=0.90), were used for data collection. Results revealed that students in the differentiated instruction group performed significantly better than students in the conventional teaching method group. Also, male students performed slightly better than female students with differentiated instruction, although no significant difference existed between the achievement of male and female students taught mathematics using differentiated instruction. There was no significant main effect of gender on students' achievement in mathematics. Also, there was no significant interaction effect of treatment and gender on students' achievement in mathematics. The differentiated instruction made lesson more fascinating, stress-free and created co-operation among students. It was thus, recommended that differentiated instruction be adopted by mathematics teachers in teaching mathematics at the senior secondary school level in Nigeria.

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Section: Resultssupporting

confidence: 91%

Section: Resultssupporting

confidence: 89%

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Awofala

Lawani

2020

Journal of Educational Sciences.

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“…This supports the assertion of Slavin (1985Slavin ( , 1995 that cooperative learning strategy is not only very effective in giving incentive to students but that it provides a task structure that enables functional learning to take place. Some related investigations have shown that the efficacy of cooperative learning strategy hinged on the chance it affords students to collaborate in finding solution to problems, share ideas and enhance achievement (Awofala, Arigbabu & Awofala, 2013;Tarim & Akdeniz, 2008;Ojaleye & Awofala, 2018;Zakaria, Chin & Daud, 2010). The finding of the study is in agreement with past results because the structure of cooperative teams allows students' active participation and social interaction.…”

Section: Discussionsupporting

confidence: 88%

Effect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology

Olabiyi¹,

Awofala²

2019

ADN

Self Cite

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This study explored the aftermath of co-operative learning strategy on senior secondary school students' achievement in woodwork technology in Nigeria within the scheme of the pre-test, post-test non-equivalent control group quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group undergone tutelage with the co-operative learning strategy while the control group received instruction with the conventional teaching method for eight weeks. One instrument, Woodwork Technology Achievement Test (WTAT) with KR-20 reliability coefficient of 0.85 was used for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork technology than students in the control group. Also, male students slightly outperformed their female counterparts in woodwork technology with cooperative learning strategy, although no significant difference existed between genders taught woodwork technology using cooperative learning strategy. Gender had no statistically significant main influence on students' achievement in woodwork technology. Also, the interaction effect of treatment and gender on students' achievement in woodwork technology was not statistically significant. The co-operative learning strategy made lesson more interesting, easy and created friendship among students. It was thus, recommended that co-operative learning strategy be adopted as a close substitute to the conventional teaching method in teaching woodwork technology in senior secondary schools in Nigeria.

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“…The non-significant interaction effect of treatment and gender documented in this study is in line with previous studies (Ojaleye & Awofala, 2018;Ogunleye, Awofala & Adekoya, 2014), which have shown that gender does not seem to interact with instruction to produce results. This means that the treatment conditions did not discriminate across gender in this study.…”

Section: Discussionsupporting

confidence: 92%

“…The results show the more facilitative potential of the co-operative learning strategy in promoting achievement in mathematics over the conventional teaching method, thereby supporting the advocates of the former (Awofala, Fatade, & Olaoluwa, 2012;Awofala, Arigbabu & Awofala, 2013). The significant effect of the treatment is consistent with the findings of several studies on student-centred strategies, with co-operative learning being one of these (Lawal & Awofala, 2019;Awofala, 2017a;Awofala, 2014;Awofala, 2011a;Awofala, 2011b;Awofala, Balogun & Olagunju, 2011;Akinsola & Awofala, 2008;Awofala, Fatade & Ola-Oluwa, 2013;Awofala & Nneji, 2011;Ojaleye & Awofala, 2018). However, the significant evidence in favour of co-operative learning strategy is also inconsistent with some findings (e.g., Tracey, Madden, & Slavin, 2010).…”

Section: Discussionsupporting

confidence: 87%

Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics

Awofala

Lawani

2020

International Journal of Pedagogy and Teacher Education

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<p>Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.</p>

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Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

Cited by 29 publications

References 24 publications

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Effect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology

Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics

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