The Use of Mother Tongue in Communicating Mathematics: Implication for Teaching and Learning of Mathematics (Published)

Mathematics as a school subject is designed to solve the everyday problem created by human activities; these problems are domesticated in the different cultures of man all over the world.  However, the performance of students keeps dwindling due to the westernize approach of teaching and learning mathematics. In other to solve this precarious situation this paper advocated the use of mother tongue in the teaching of mathematics. Mother tongue approach here refers to first-language education as a medium of instruction. The use of mother tongue in the teaching and learning of mathematics is meant to address the high functional illiteracy of Nigeria where language plays a significant factor. Using mother tongue to teach the basic concepts of numbers, operations and other concepts of mathematics helps build a strong foundation for the understanding and learning of higher mathematics. This approach is effective not only in getting the interest of students in the lesson but as a springboard in teaching new mathematical concepts, principles and in deepening student understanding on how mathematical operations or processes work. The mother tongue concepts of teaching and learning mathematics in this work shall be based on the following sub-topics: Numeration/Counting System, Basic Arithmetic Operations, Rhymes and Geometric Concepts. The paper completely reduced the Eurocentric mathematics beliefs of students and make them discover how best mathematics can be learning from their mother tongue. The paper recommended amongst others that teachers of mathematics should adopt the use of mother tongue in teaching mathematics in order to improve students understanding of the subject.

Keywords: Learning, Mathematics, Mother tongue, School, Teaching

Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria (Published)

This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.

Citation: Jekayinfa, Olatunji James; Salami, Olajumoke Olayemi; Olu-Ajayi Funmilayo Elizabeth; Owonuwa, Seun (2022) Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance In Mathematics And Basic Basic Science In Kaduna State, Nigeria, British Journal of Education, Vol.10., Issue 8, pp. 31-44

Keywords: Basic Science, Education, Mathematics, Students performance, teacher’s qualification

The Quest for Better Pedagogical and Boosting Learning Outcomes in Mathematics Education: The Enhanced Collaborative Strategy Paradigm (Published)

The study investigated the effects of enhanced collaborative teaching strategy on senior secondary school students’ learning outcomes in Mathematics in Ekiti State, Nigeria. The research determined the extent to which the application of teaching strategies enhanced better performance in and attitude of students to Mathematics. The study compared the outcomes of the effects of a teaching strategy on students with another set of students that were taught conventionally. The study adopted the quasi-experimental research design of the pre-test, post-test control group design. The population comprised all Senior Secondary Class II students in public secondary schools in Ekiti State. The sample consisted of 117 Senior Secondary School students purposively selected. Two null hypotheses were generated. The instruments used to collect data were Mathematics Performance Test (MPT) and Students’ Attitude Towards Mathematics Questionnaire (SATMQ). Hypotheses were tested at 0.05 level of significance and analysed using Analysis of Covariance (ANCOVA).The results of the study showed that there was significant difference between the pre-test and post-test mean scores of the students in the experimental group, while the pre-test and post-test mean scores of the control group showed less significant difference. It was found that there was significant difference in the post-test of the experimental and control group. The results showed that enhanced collaborative strategy improved students’ performance in Mathematics and changed students’ attitude towards Mathematics. Enhanced collaborative strategy was found to be highly effective in improving students’ behaviour during Mathematics classes. Based on the findings of the study, it was recommended that Mathematics teachers should encourage their students to work collaboratively. Teachers should be encouraged to use enhanced collaborative strategy during classroom interaction.

Keywords: Control, Mathematics, Performance, attitude, enhanced collaborative, experimental

Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)

Citation: Mark Mishiwo( 2022) Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics, British Journal of Education, Vol.10, Issue 3, pp., 115-125

Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning. The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.

Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning

Investigating the Possible Reasons beyond Students’ Low Achievement in Mathematics in the Tawjihi Exam: A Case Study (Published)

Research on students’ achievement has a long tradition. This study examined the possible reasons behind students’ low achievement in Mathematics in the Tawjihi exam. The researchers conducted their study at Al- Ezaria Girls Secondary School, as a case study. The motivation for this study stands beyond understanding the possible reasons behind their low achievement in Mathematics. The population of this study consists of many parties, which are (5) teachers, (1) principle, (3) parents, and (12) Tawjihi students. The selection of the participants was as a focused group (single and multiple). For data collection, semi-structured interviews were adopted as a tool for the study. This study seeks to answer three main questions and different minor questions. It also seeks to understand how teachers, school environment, curriculum, instructional material, the policy of the Ministry of education, and students’ numbers affect students’ achievement. The researchers collected the data and compared each participant’s response with the other to reveal the contradictions between their responses. The study found that there are many reasons for students’ low achievement in Mathematics. The study recommends teachers change their way of teaching, encourage students, and offer continuous suitable feedback on students learning.

Keywords: Mathematics, Tawjihi exam (final secondary exam), instructional material, mathematics teachers, student’s low achievement

Formative Assessment Practices, Attitude and Learning Outcome of Students in Mathematics in Selected Secondary Schools in South-South Nigeria (Published)

The study was conducted to examine the effect of formative assessment practices, and attitude on learning outcome of students in Mathematics in selected secondary schools in south-south Nigeria. Three research questions and hypotheses were formulated to guide the study. The quasi-experimental design was used in the study with a population of all Senor Secondary school three (SS3) students in Mathematics in selected public secondary schools in south-south (Cross River, Rivers and Akwa Ibom States) of Nigeria numbering 21,657. The sample of the study consisted of 541 (2.5%), SS3 students in Mathematics. The proportionate stratified random sampling technique was employed in the study. The instruments for data collection are; the Formative Assessment Practice Questionnaire (FAPQ), Attitude Scale (AS) and Learning Outcome Test in Mathematics (LOTM) which were validated by experts in Mathematics and Measurement and Evaluation. Internal consistency was established with split half reliability method and the index ranged from .78 to .92 respectively.  The stated hypotheses formulated for the study were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA).  Findings from the study revealed that there is a significant effect of formative assessment, attitude and gender on learning outcome of students in Mathematics.

Keywords: Formative assessment, Learning Outcome, Mathematics, Practices, South-south Nigeria., attitude

Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Published)

The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching    and learning of   Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.

Keywords: Information and Communication Technology, Mathematics, Teaching and Learning

Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Review Completed - Accepted)

The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching    and learning of   Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.

Keywords: Information and Communication Technology, Mathematics, Teaching and Learning

The Effect of Discovery Learning Method on the Math Learning of the V Sdn 18 Students of Banda Aceh, Indonesia (Published)

Discovery method is a component of educational practice that covers teaching methods that promote the way of active learning, process oriented, self-directed. One of the methods that have been widely used in advanced schools is discovery method. The discovery technique is a translation of discovery. There is influence of discovery learning method toward the mathematics learning result of class V SDN 18 students of Banda Aceh. This is seen from the results of the students’ learning taught by discovery learning method is better than the results of students’ learning taught by expository.

Keywords: Assessment, Discovery Learning, Mathematics, Primary School

Influence of School Location on Students Attitude towards Mathematics and Basic Science (Published)

The study investigated “influence of school location on student’s attitude towards mathematics and basic science”. It adopted survey design. One research question and one hypothesis was formulated and tested at 0.05 level of significance. One hundred and sixty six (166) students formed the sample of this study, two (2) validated and reliable instruments namely Mathematics and Basic Science Achievement Test (MBSAT) and Students Location Test (SLT) were used to collect data for this study. Analysis of the data results showed that; there was no significant difference in the mean performance scores between urban and rural school students with positive attitude towards mathematics and basic science using the independent t-test analysis. Based on these findings, some suggestions and recommendations were made on the need for students to develop positive attitude towards the study of mathematics and basic science despites a student location. This is because attitude is a good predictor of academic performance particularly in mathematics and basic science.

Keywords: Basic Science, MBSAT, Mathematics, School Location, Students, attitude