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All Journal Journal of Research and Advances in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pendidikan Progresif
Sopekan, Oludola Sarah
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Education Mathematics

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Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics Awofala, Adeneye Olarewaju; Sopekan, Oludola Sarah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.9433

Abstract

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four-factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early-years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.
Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics Awofala, Adeneye Olarewaju; Sopekan, Oludola Sarah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.9433

Abstract

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.
Effects of Pictorial Integrated Technology and Cooperative Learning Strategies on Pupils’ Academic Performance in Social Studies in Katsina State, Nigeria Aguh, Justina Chinyere; Komolafe, Adefunke Titilayo; Sopekan, Oludola Sarah
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Social Studies is a problem- solving subject taught in early childhood classroom but it is faced with challenges of inappropriate instructional strategies and pupil’s poor academic performance. The use of teacher centred instructional strategies in teaching of Social Studies have to led to low level of pupil’s retention, boredom, lack of interest and relatively poor academic performance. The objective of this study was to investigate the effects of Pictorial integrated technology and cooperative learning strategies on pupil’s academic performance in Social Studies. Five hypotheses were raised for the study. The study adopted pre-test and posttest quasi experimental design with one hundred and twenty (120) basic two pupils which consists Sixty- two (62) Males and Fifty- Eight (58) Females. Probability sampling technique was used to select three (3) Basic two schools in Malumfashi Zonal Inspectorate in Katsina State.  Social Studies Performance Test, Pictorial Integrated Technology Social Studies Questionnaire and Cooperative Learning Strategy Social Studies Questionnaire were developed by the researchers.  Social Studies Performance Test yielded a reliability of 0. 92 while Pictorial Integrated Technology Social Studies Questionnaire and Cooperative Learning Strategy Social Studies Questionnaire yielded a correlation index of 0.73 and 0.75 respectively.   The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) at 0.05 level of significance It was deducted that pictorial integrated technology and cooperative learning strategies enhance pupil’s academic performance in Social Studies when effectively utilized in the classroom. Based on the findings of the study, the researchers concluded that pictorial integrated technology and cooperative learning strategies has more effects on basic two pupils’ academic performance in Social Studies than lecture method. Further study could be carried out to determine the effects of pictorial integrated technology and cooperative learning strategies on pupils ‘achievement and retention of Social Studies concepts for easy generalization.Key Words: Pictorial, integrated technology, cooperative learning strategy, pupils, Social Studies,DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202306
Co-Authors Aguh, Justina Chinyere Awofala, Adeneye Olarewaju Komolafe, Adefunke Titilayo