Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal JOHME: Journal of Holistic Mathematics Education Desimal: Jurnal Matematika JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Ogbonnaya, Ugorji Iheanachor
Unknown Affiliation
Education Mathematics Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE Ogbonnaya, Ugorji Iheanachor; Awoniyi, Florence
JOHME: Journal of Holistic Mathematics Education Vol 5, No 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.4631

Abstract

Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.
The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra Chirove, Munyaradzi; Ogbonnaya, Ugorji Iheanachor
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021
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.v6i4.14785

Abstract

The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.
MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE Ogbonnaya, Ugorji Iheanachor; Awoniyi, Florence
JOHME: Journal of Holistic Mathematics Education Vol. 5 No. 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.4631

Abstract

Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.
Application vs. non-application contexts in Euclidean geometry tasks in grades 10–12 South African mathematics textbooks Zhou, Tinevimbo; Ogbonnaya, Ugorji Iheanachor
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.29549

Abstract

Mathematical word-problem solving remains a persistent challenge for deaf students, largely due to limited access to linguistic input and the abstract nature of mathematical reasoning. This study examines the effectiveness of the Aptitude Treatment Interaction (ATI) instructional model as an adaptive mechanism for improving mathematical problem-solving performance among seventh-grade deaf students. Employing a quantitative quasi-experimental one-group pretest–posttest design, the study involved ten students enrolled at a special junior high school in Indonesia. Students were classified into high, medium, and low aptitude groups based on an initial diagnostic assessment and received differentiated instructional treatments aligned with ATI principles. Data were collected through a validated mathematical word-problem test, classroom observations, and response questionnaires. Due to non-normal data distribution, the Wilcoxon Signed Rank Test was applied, accompanied by effect size estimation. The results demonstrate a statistically significant improvement in students’ problem-solving performance following ATI implementation, with mean scores increasing from 56.33 to 82.00 (p < 0.05) and a large effect size, indicating substantial practical impact. Beyond instructional effectiveness, the findings highlight ATI’s capacity to operationalize differentiated instruction by aligning learner aptitude with targeted pedagogical treatment. This study contributes empirical evidence to the global discourse on adaptive mathematics instruction and offers theoretical implications for inclusive learning models addressing heterogeneous cognitive and linguistic profiles in mathematics education.
Co-Authors Awoniyi, Florence Chirove, Munyaradzi Zhou, Tinevimbo