Information and Communication Technology (ICT) is an instrument par excellence that a nation can rely upon to bring about self-reliance in an educational system. Therefore, there is the need to integrate ICT into teaching and learning; hence, the study investigated the assessment of Teachers’ and Students’ level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria. The study was a descriptive research of the survey type. The population for the study was all senior secondary schools in Ilorin, Kwara State. A total of 170 students and 50 mathematics teachers were randomly selected from senior secondary schools in Ilorin. The instrument used for the study was a researchers-designed questionnaire, which comprised of 24 ICT tools. The instrument was validated and the reliability index of 0.78 was obtained. The data gathered was analyzed statistically using simple percentage and Chi-Square statistics analyses. The findings revealed amongst others that; mathematics teachers and students utilized ICT tools for teaching and learning mathematics respectively. Also, mathematics teachers and students were not skilled in utilizing ICT tools. The findings from the study show that the gender of both teachers and students does not have any influence on the teaching and learning of mathematics with the use of ICT tools. Based on the findings, It was, therefore, recommended among others that seminars and workshops should be organized for both female and male mathematics teachers on the benefits and how to incorporate ICT tools into their teaching activities and students should be encouraged to familiarize themselves with ICT tools so as to increase their level of competencies in the use of ICT tools.
The increasing popularity of Multimedia courseware in education aims to address the challenges posed by abstract concepts and the consequent underachievement of students. It is also relevant to consider the limitations of working memory resources during multimedia courseware based instruction of abstract concepts in order to evaluate irrelevant factors that create unwanted cognitive drain and make retention difficult. The study investigated the effects of multimedia courseware based instruction on senior school students’ achievement and retention in linear equation word problems in Mathematics. The study adopted a quasi-experimental research design. In Gombe State Nigeria, 120 students (69 males and 51 females) were selected from three co-educational senior schools allocated either into experimental group or a control group. The results of the study indicated that students exposed to multimedia courseware based instruction achieved and retained linear equation word problems than their counterparts who were exposed to conventional teaching method. There was significant difference between the mean retention scores of male and female students exposed to multimedia courseware based instructions which the result is in favor of female students. High, medium and low achievers’ students exposed to multimedia courseware based instructions retained the concept of linear equations involving word problems and high scorer retained better. Based on the above findings it was recommended that multimedia courseware based instruction should be used in teaching and learning of Mathematics as it was found capable of improving students’ retention in linear equation word problems in Mathematics.
This study therefore investigated senior school Mathematics teachers’ awareness and perceptions of ICT resources for teaching and learning of Mathematics: a case of Nigeria. A descriptive research of the survey type was employed. The population for the study consisted of all Senior Secondary School Mathematics teachers in Kwara-Central, Kwara State, Nigeria where two hundred and fifty five Mathematics (255) teachers were involved in the study. Public and private school Mathematics teachers were selected using simple random sampling technique. The research instrument used in the study was “Mathematics Teachers’ Awareness and Perceptions of ICT Resources Questionnaire” (MTAPIRQ). A reliability value of 0.83 was determined using Cronbach alpha in the SPSS version 22. Data were analyzed using percentage and chi-square statistical tools at 0.05 significant level. The result revealed that Mathematics teachers are aware and have positive perceptions of ICT resources for teaching and learning. The result finally revealed that teachers’ perceptions are not dependent on their years of teaching experience. Recommendations were therefore made.
This study aimed to identify mathematical errors committed by senior school students in calculus. Specifically, this study analyzes the various types of errors committed when solving problems involving calculus. The study is a descriptive study that employed a mathematics performance test on calculus (MPT-C) as the research instrument. The study considered two independent variables which are: error type and gender. The research sample for the study comprised all senior secondary school three (SS III) students. A random sampling technique was used to select the participating schools. A total of 300 senior secondary school students were involved in the selected schools. All research questions were answered using mean gain difference while all research hypotheses were tested using chi-square. All the research hypotheses were tested at a 0.05-significance level. The results of the analysis indicated that: there were no significant differences in the frequencies of structural, supposition, translation, operation, and random errors committed by male and female senior secondary school students in word problem-solving involving calculus.
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