This study was carried out to investigate Mathematics interest as a correlate of Basic 9 students achievement in Mathematics in Gboko Metropolis, Benue State, Nigeria. Three research questions were asked and three hypotheses were formulated. The study adopted a correlation design. The population of the study was 3,682 while a sample of 400 Basic 9 students was drawn from ten secondary schools using multistage sampling procedure made up of 200 male and 200 female students. Two research instruments Maths Interest Inventory (MII) and Students Mathematics Achievement Test (SMAT) were adapted. The instruments were validated by three experts and trial-tested, on a population outside the study area. Cronbach Alpha reliability coefficient was used to get the reliability coefficient of MII which was 0.83. While that of SMAT was 0.65 using Kuder-Richardson 21 formula. The research questions were answered using Pearson Product Moment Coefficients and hypotheses were tested at 0.05 level of significance using p-values of Pearson Product Moment Coefficient. The findings of the study revealed that there was a significant relationship between Mathematics Interest and students achievement in Mathematics. Furthermore, there was a significant relationship between Mathematics Interest and students achievement in Mathematics among male and female students. The study recommends that Interest have the potential of improving students achievement positively and should be encouraged among students.Student Interest, Mathematics Achievement.
This study developed and assessed a web-based ethnomathematics instructional content repository for pre-service and in-service mathematics teachers in Benue State, Nigeria. The study adopted a developmental research design to systematically build and evaluate the educational intervention as a solution to complex problems in mathematics education practice. The development was achieved using WordPress Version 5.4, hosted online at https://villagemath.net on Linux OS server running with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40 and MySQL Version 5.7.26. The study was guided by seven research questions posed around common web metrics, key performance indices, and quality assessment in terms of content, navigation, structure, appearance and uniqueness of the designed web tool. Five hypotheses were formulated and tested at 0.05 level of significance using t-test. The sample for the study comprises 341 pre-service and in-service mathematics teachers drawn from a population of 2981 using purposive sampling. The main instrument of the study is the researcher-developed Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire -WEICRAQ (Cronbach Alpha Coefficient = 0.98, indicating a high level of internal consistency of the instrument). Additional data collection was handled using WP Statistics, Pingdom Tools, Google PageSpeed Insights, GTmetrix and WebPage Test. The research questions were answered using charts, graphs, mean and standard deviation. Analysis of the results of the study yielded a positive pattern of common web metrics for the designed web tool, indicating that the platform appeals to a wide range of users, with key performance indicators such as speed index, page size, and last painted hero affirming that the platform is robust, elegantly designed and fast. The results also showed that pre-service and in-service mathematics teachers in Benue State, Nigeria unanimously rated the Web-based Ethnomathematics Instructional Content Repository high in terms of content, navigation, structure, appearance and uniqueness. The outcomes of this study has demonstrated that culture can indeed become an integral part of every aspect of instructional design, making it important to consider social and cultural peculiarities in planning and delivering mathematics instruction. The Web-based Ethnomathematics Instructional Content Repository has humanized Mathematics for users and provided a reservoir of resources for training students in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition. Based on the findings of the study, it was recommended that Mathematics teachers should continue to use the Webbased Ethnomathematics Instructional Content Repository as a worthy companion tailored to their specific professional needs, and that students across all levels of education should seek deeper and more enriched learning experience by continuously leveraging on instructional resources available on the web tool to enhance t...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.