Psycho-Academic Variables and Mathematics Achievement of 9th Grade Students in Nigeria

Joseph, Eme U.

doi:10.9734/bjesbs/2012/1091

Cited by 2 publications

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“…The insignificant outcome of the hypothesis is in line with the studies of Joseph (2012) who reported that anxiety did not significantly predict students' MA. On other hand, the result of the present study contradicted with other previous studies (Birgin et al, 2010;Ovez's, 2012) who found that mathematics anxiety is a significant predictor of math outcome.…”

Section: Discussionsupporting

confidence: 83%

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Rabab’h¹,

Veloo²

2014

ASS

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The study aimed to examine the extent of the student's Mathematics Learning Strategy (MLS) factors such as mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy and mathematics anxiety contribution to mathematics achievement (MA). The respondents of the study were 360 students from eight public middle schools in Jordan selected through stratified random sampling. The study used 65 items to assess the MLS. Moreover, the mathematics test (MAT) comprises 30 items. The results of multiple regression analysis showed that mathematics attitude, mathematics motivation, mathematics self regulation, mathematics self efficacy significantly contributed to MA, with the exception of mathematics anxiety that was found to have an insignificant effect on MA. Educators, principals and teachers should focus on most MLS factors in classes and students should be motivated to understand that the subject could be studied and passed just like other subjects, and to appreciate that it is an essential tool and a prerequisite for further education in many vocations.

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Section: Discussionsupporting

confidence: 83%

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Rabab’h¹,

Veloo²

2014

ASS

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“…Mathematics is an instrument that facilitates the learning of all subjects (Kolawole & Popoola, 2009;Kolawole and Olofin, 2018). No wonder Plato (a philosopher and mathematician) said Mathematics is the bedrock of all other subjects and that is the reason why he said "let no man make destitute of mathematics" (Joseph, 2012). Hence, application of Mathematics cut across all areas of human knowledge.…”

Section: Introductionmentioning

confidence: 99%

Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

Olofin¹,

Kolawole²

2020

ASSRJ

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The study examined the effects of Kolawole's Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi -experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students' performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

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Psycho-Academic Variables and Mathematics Achievement of 9th Grade Students in Nigeria

Cited by 2 publications

References 0 publications

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Prediction of Mathematics Learning Strategies on Mathematics Achievement among 8th Grade Students in Jordan

Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

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