Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Awofala, Adeneye O. A.

doi:10.16949/turkbilmat.267339

Cited by 21 publications

(23 citation statements)

References 31 publications

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“…The non-significant main effect of gender on students' achievement in mathematics in this study (Table 3) was in agreement with the results of previous studies in mathematics (Awofala, 2017;Fatade, Nneji, Awofala & Awofala, 2012;Awofala & Anyikwa, 2014;Awofala, 2016). These studies reported that there are no significant gender differences in students' learning outcomes.…”

Section: Resultssupporting

confidence: 92%

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: 92%

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Awofala

Lawani

2020

Journal of Educational Sciences.

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“…The results indicated that students' achievement in algebra was greatly improved when they were exposed to the teaching strategies of blended learning and problem-based learning when compared with the traditional lecture method. This finding supported earlier findings (Awofala, 2017b;Awofala, etal., 2013;Akay & Boz, 2010;Akinsola & Awofala, 2009Awofala, Fatade & Olaoluwa, 2013Awofala, Balogun & Olagunju, 2011;Nicolaou & Philippou, 2004;Akinsola & Tella, 2003;Awofala, 2011) which associated improved content learning to learner-centred teaching strategies.…”

Section: Main Effect Of Treatment (Pbl Bl and Traditional Lecture Msupporting

confidence: 94%

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

Ojaleye

Awofala

2018

International Journal of Research in Education and Science

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“…e result agrees with the findings of Bassey et al [48] that students with analytic cognitive style had higher significant mean achievement score than those with relational and inferential cognitive style. However, the result disagrees with the findings of Awofala et al [49] that students with nonanalytic cognitive style had higher mean achievement score than students with analytic cognitive style. On similar studies in English language [6,14] reported that global learners performed significantly better than their analytic counterparts in ESL/EFL classroom.…”

Section: Discussion Of the Resultcontrasting

confidence: 99%

Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

Olagbaju¹

2020

Education Research International

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Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.

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Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Cited by 21 publications

References 31 publications

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction

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

Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

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