Article Per Year (5 Year)
p-Index From 2021 - 2026
1.203
P-Index
This Author published in this journals
All Journal Malikussaleh Journal of Mathematics Learning (MJML) Journal of Instructional Mathematics Brillo Journal
Duru, Darlington Chibueze
Unknown Affiliation
Education Mathematics Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Journal of Instructional Mathematics

 1 
Mathematics Learning Amidst Sit-at-Home Protests: Awareness and Perceptions among Senior Secondary School Students Duru, Darlington Chibueze
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2346

Abstract

Frequent sit-at-home protests in southeastern Nigeria have disrupted the school calendar and threatened students’ academic progress. This study used a descriptive survey to examine students' awareness and perceptions of sit-at-home protests and their impact on mathematics learning in Orlu LGA, Imo State. Guided by four research questions, the study adopted a descriptive survey design. Data from 116 Senior Secondary School Two (SS2) students in four public schools were collected using the Awareness and Perceptions of Sit-at-Home Protests Questionnaire (APSHPQ), validated by two experts and tested for reliability, and analyzed using mean and standard deviation. Findings revealed that while students were highly aware of sit-at-home protests, their perceptions varied; some viewed the disruptions as necessary for political expression, while others saw them as harmful to their academic progress. Students faced considerable challenges in mathematics learning due to school closures, missed lessons, and limited access to learning resources. Students adopted coping strategies such as online learning, independent study, and catch-up sessions. It was recommended that schools and policymakers integrate flexible digital and blended learning models to sustain instruction. Teachers should offer mobile-friendly resources and virtual support, while schools and parents set structured home-learning schedules to keep students engaged during disruptions.
Critical Thinking Ability as a Correlate of Students’ Mathematics Achievement: A Focus on Ability Level Duru, Darlington Chibueze; Obasi, Chinedu Victor
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1753

Abstract

This study investigated the correlation between critical thinking ability and academic achievement in mathematics among 200 Senior Secondary School Two (SS2) students in Orlu Education Zone in Imo State, Nigeria. The researchers utilized a correlational design and employed a multi-stage but simple random sampling technique to select the sample. Data were collected using two instruments: the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Mathematics Achievement Proforma (MAP). The validity of the WGCTA instrument was ensured through expert suggestions and guidance. The study addressed three research questions and tested three null hypotheses using the Pearson Product Moment correlation coefficient at a significance level of 0.05. The findings of the study indicated a low positive and significant correlation between critical thinking ability and academic achievement in mathematics for all students. However, there was no significant relationship between critical thinking ability and achievement among high achievers, while there was a significant but negligible positive relationship between critical thinking ability and achievement among low achievers. The study recommended that mathematics teachers should incorporate critical thinking development in their classroom instruction to enhance the critical thinking ability of students, which can lead to improved academic achievement, especially among low achievers.
Analyzing Errors Pattern in Mathematics Achievement among Senior Secondary School Students: A Case Study Nwoke, Bright Ihechukwu; Duru, Darlington Chibueze; Ahanotu, Chioma; Ifediba, Chidiebere Precious
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1948

Abstract

Identifying student math errors is crucial as they hinder skill development in problem-solving, logic, and decision-making, given math's abstract nature. This study investigates mathematical errors among senior secondary school students in Owerri Municipal Council, Imo State. A descriptive survey research design was employed. The sample size comprised 150 senior secondary students in class three (SS3), randomly selected from five out of ten public senior secondary schools. It addressed three research questions and one null hypothesis tested. Data collection utilized two expert-validated instruments (Mock Mathematics Essay Score Sheet [MMESS] and the Mathematics Error Identification and Classification Checklist [MEICC]) with substantial reliability. The analysis involved frequency, percentage, and Chi-square methods. The findings revealed that the errors committed by students included conceptual errors, computational errors, defective algorithms, and wrong operational errors. Wrong operational errors were most common among male students, whereas female students were more prone to computational errors. A significant difference in the errors committed by male and female students was observed. Math teachers must address errors in class, engaging students to prevent recurrence. Findings suggest tailored interventions for diverse learning needs, highlighting gender-sensitive teaching. Future studies may explore long-term error trends and intervention efficacy.
Co-Authors Ahanotu, Chioma Alwell, Uzoma Ifediba, Chidiebere Precious Ike, Iheanacho Chukwudi Mba, David Onyinye Nwoke, Bright Ihechukwu Obasi, Chinedu Victor Oguoma, Chinyere Okeke, Sam O. C.