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All Journal Indonesian Journal of Teaching in Science Tamansiswa International Journal in Education and Science (TIJES)
Ogunjimi, Mayowa Olurotimi
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Chemistry Education Environmental Science Mathematics Neuroscience Social Sciences Other

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Effect of Guided Inquiry and Explicit-Instructional Strategies on Lower Basic Students’ Academic Performance in Mathematics Ogunjimi, Mayowa Olurotimi; Gbadeyanka, Taofeek Akolade
Indonesian Journal of Teaching in Science Vol 3, No 1 (2023): IJOTIS: March 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v3i1.54191

Abstract

This study investigated the effect of guided inquiry and explicit-instructional strategies on lower basic students’ academic performance in mathematics. We employed a non-randomized pretest-posttest control group quasi-experimental design. The population comprised all primary school students in Oyo East Local Government Area, Nigeria while 132 students all in lower basic schools were sampled from six intact classes. The mathematics Performance Test (MPT) was used as a research instrument. The content validity was established with the use of experts’ judgment from two experts in mathematics education while the test-retest reliability estimates of the instrument yielded 0.78. Four research hypotheses were tested. The findings of the study revealed that there is a significant main effect in using a guided-inquiry instructional strategy on mathematics. There is the significant main effect of explicit instructional strategy on students’ mathematics academic performance. There is a significant interaction effect of guided inquiry and explicit instructional strategies, gender, and school type on lower basic students’ academic performance. Guided inquiry and explicit instructional strategies are good teaching strategies to reduce mathophobia among primary school students in mathematics.
Efficacy of Manipulative Games on Lower Basic Pupils' Academic Achievement in Mathematics in Plateau State, Nigeria Ogunjimi, Mayowa Olurotimi; Aremu, Victoria Iyabo; Gyang, Raymond Pam; Abdulkareem, Taofeek Olarewaju; Dung, Stephen
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i1.17325

Abstract

Manipulative games are designed to enhance experiential learning of Mathematics for kids in primary education. The subpar performance of primary school students in Mathematics has been attributed to the use of a teacher-centered educational method. This study investigated the efficacy of manipulative games on the arithmetic performance of lower basic pupils in Plateau State. This study utilized a 2X2X2 pre-test, post-test, control group non-equivalent quasi-experimental design. The study's population focus included all elementary schools with a solitary pupil, encompassing both public and private institutions. A multistage sampling method was utilized to choose a sample of 106 pupils. The experimental groups were administered the treatment package encompassing four mathematical themes. The experimental and control groups underwent pre-test and post-test evaluations using a validated Mathematics Achievement Test (MAT) that has a reliability coefficient of 0.81. The presented hypotheses were evaluated using Analysis of Covariance (ANCOVA) with a significance level of 0.05. The study's results demonstrated a significant effect of manipulative games on the academic performance of lower basic learners in Mathematics in Plateau State. The study concluded that manipulative games affect the mathematics ability of primary school kids, regardless of gender or kind of institution. The study recommended the incorporation of manipulative games into the basic school curriculum to enhance the teaching and learning of Mathematics.
Efficacy of Manipulative Games on Lower Basic Pupils' Academic Achievement in Mathematics in Plateau State, Nigeria Ogunjimi, Mayowa Olurotimi; Aremu, Victoria Iyabo; Gyang, Raymond Pam; Abdulkareem, Taofeek Olarewaju; Dung, Stephen
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i1.17325

Abstract

Manipulative games are designed to enhance experiential learning of Mathematics for kids in primary education. The subpar performance of primary school students in Mathematics has been attributed to the use of a teacher-centered educational method. This study investigated the efficacy of manipulative games on the arithmetic performance of lower basic pupils in Plateau State. This study utilized a 2X2X2 pre-test, post-test, control group non-equivalent quasi-experimental design. The study's population focus included all elementary schools with a solitary pupil, encompassing both public and private institutions. A multistage sampling method was utilized to choose a sample of 106 pupils. The experimental groups were administered the treatment package encompassing four mathematical themes. The experimental and control groups underwent pre-test and post-test evaluations using a validated Mathematics Achievement Test (MAT) that has a reliability coefficient of 0.81. The presented hypotheses were evaluated using Analysis of Covariance (ANCOVA) with a significance level of 0.05. The study's results demonstrated a significant effect of manipulative games on the academic performance of lower basic learners in Mathematics in Plateau State. The study concluded that manipulative games affect the mathematics ability of primary school kids, regardless of gender or kind of institution. The study recommended the incorporation of manipulative games into the basic school curriculum to enhance the teaching and learning of Mathematics.
Co-Authors Abdulkareem, Taofeek Olarewaju Aremu, Victoria Iyabo Daramola, Dorcas Sola Dung, Stephen Gbadeyanka, Taofeek Akolade Gyang, Raymond Pam Jimoh, Mohammed Idris Oladele, Jumoke Iyabode Owolabi, Henry Olumuyiwa