Mathematics productive disposition as a correlate of senior secondary school students’ achievement in mathematics in Nigeria

An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in South-West Nigeria. Objectives: The present study assessed google classroom reception and usage among preservice Science, Technology, and Mathematics (STM) teachers in south-west Nigeria. Methods: The participants were 480 preservice STM teachers purposively selected from four universities in south-west Nigeria within the blueprint of a correlational survey research design. Data analysis was carried out using mean, standard deviation, Pearson product moment correlation coefficient and multiple regression analysis at 5% level of significance. Findings: Results showed that 94.1% of the variance in preservice STM teachers' actual use of google classroom was accounted for by a combination of attitude towards use, perceived ease of use, perceived usefulness, and behavioural intention to use google classroom. Conclusion: Conclusively, STM teachers' educator should promote the adoption and utilization of google classroom among the preservice STM teachers to increase their reception of google classroom for instructional purposes.

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“…The study deployed the numerical scheme of a correlational research design (Awofala, Lawal, Arigbabu & Fatade, 2020).…”

Section:  Methods Research Designmentioning

confidence: 99%

An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in South-West Nigeria

Awofala

Oladipo²,

Akinoso³

et al. 2022

JPP

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“…Mathematical dispositions or productive dispositions are the tendency to view mathematics as something that is easy to understand, feel mathematics as a useful science, believes that diligent and tenacious efforts in learning mathematics pay off, and performs mathematics-based activities (Kilpatrick, Swafford, & Findell, 2001). Eight dimensions of mathematical productive disposition have a statistically significant contribution of 84.3% to the prediction of mathematics achievement (Awofala, Lawal, Arigbabu, & Fatade, 2020). Mathematical disposition which is a part of critical thinking skills that allow generating arguments or solutions to get logical conclusions (Dwyer, Hogan, Harney, & Kavanagh, 2017;Dwyer, Hogan, & Stewart, 2014) are often associated with academic performance (Stupnisky, Renaud, Daniels, Haynes, & Perry, 2008).…”

Section: Productive Dispositionmentioning

confidence: 99%

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Ramdani

Mohamed

Syam

2021

International Journal of Education and Practice

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This study investigates the impact of implementing integral calculus lectures which were originally very suitable in face-to-face delivery, but during the Covid-19 pandemic situation, these were delivered online through e-learning. This research analyzes the correlation between self-efficacy, creativity perception, and productive disposition towards academic performance using path analysis and was modeled in the form of regression equation. This study involved 108 students (35 males and 72 females) at a university in Bandung, West Java, Indonesia. The research instrument used was questionnaire of self-efficacy (11 items), creativity perception (15 items) and mathematical disposition (14 items). All research variable items had a Pearson correlation (r) greater than 0.25, so all items were said to be valid. The reliability coefficient of Cronbach's Alpha for self-efficacy, perceived creativity, and productive disposition were included in the high category. The results showed a correlation between self-efficacy and creativity perception with regard to productive disposition. There was also a direct correlation between self-efficacy and academic performance. Creativity perception did not show a direct influence on academic performance nor. Productive disposition had a direct influence on academic performance. There was a correlation between self-efficacy, creativity perception, and productive disposition of academic performance. Self-efficacy (happy to help other friends, dare to face criticism and challenges, and dare to compete to win a competition) had the largest contribution to academic performance while creativity perception (creative ideas must be sophisticated and complex, creative people have high curiosity, creative people find it difficult to accept different opinions from others, creativity can only be developed in certain people, and creativity comes over by chance) has the smallest one. These findings can be used as first step in understanding creative perception as a weak contribution to cognitive abilities about academic performance, even though creativity has an important role in developing mathematics performance. Contribution/Originality:The originality of this study lies in it investigating the impact of implementing integral calculus lectures through e-learning during the Covid-19 pandemic. It shows how the application of elearning can encourage students to engage and manage learning independently and learn in a practical way. Factors like self-efficacy and perception of creativity have been analyzed to determine how they affected students' academic performance.

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“…In this study, two instruments were used for data collection: The mathematical Resilience Scale (Kooken et al 2016) and Mathematics Achievement Test (Awofala et al 2020).…”

Section: Instrumentsmentioning

confidence: 99%

“…Developing more mathematical resilience may free students from a static mentality that leads to avoidance of learning mathematics. One advantage of being mathematically resilient is that it promotes vigorous involvement of students in the mathematics classroom by increasing and sustaining their level of productive disposition (Awofala et al 2020) and tenacity in choosing and offering advanced mathematics courses which will help them to take up careers in science, technology, engineering, and mathematics (STEM) fields (Johnston-Wilder and Lee 2010). To engender mathematical resilience in students, there is a need to deploy practical methodologies that will motivate them to show more persistence and determination in learning mathematics (Johnston-Wilder et al 2016;Lee and Johnston-Wilder, undated).…”

Section: Introductionmentioning

confidence: 99%

A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria

Awofala

2021

SN Soc Sci

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Perseverance-continued effort and determination-in mathematics learning in the face of daunting challenges and obstacles should be the hallmark of any serious mathematics student. In this study, a revalidation of the mathematical resilience scale developed by Kooken et al. (2016) was carried out with a Nigerian sample (N = 1440) in which the fitness of the dimension structure of the scale and scale reliability were examined through confirmatory factor analysis and the Cronbach alpha reliability coefficient, respectively. The factor structure of the scale consisting of struggle, value and growth was validated through confirmatory factor analysis and three-model confirmatory factor analysis showed that the dimensions of the scale were in line with previous studies' results. The reliability coefficients computed revealed 0.92 for struggle, 0.88 for value, 0.86 for growth and 0.89 for the entire scale, respectively. This empirical result revealed that the scale is a reliable and valid measure of mathematical resilience of senior secondary school students in Nigeria. There were statistically significant relationships between mathematical resilience and its dimensions with achievement in mathematics among senior secondary school students. The three dimensions of mathematical resilience made statistically significant contributions of 48.3% to the prediction of achievement in mathematics. Based on these findings, future studies should be conducted to further put to test how mathematical resilience measured by the qualities of growth, struggle and value interrelate with environmental attributes like communal support and mathematics teachers should develop students' mathematical resilience to stimulate their achievement in mathematics.

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Mathematics productive disposition as a correlate of senior secondary school students’ achievement in mathematics in Nigeria

Cited by 17 publications

References 19 publications

An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in South-West Nigeria

An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in South-West Nigeria

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria

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