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All Journal Malikussaleh Journal of Mathematics Learning (MJML) Journal of Instructional Mathematics Brillo Journal
Duru, Darlington Chibueze
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Education Mathematics Social Sciences Other

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Self-regulated learning skill as a predictor of mathematics achievement: a focus on ability levels Duru, Darlington Chibueze; Okeke, Sam O. C.
Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 2 (2021): October
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v4i2.5708

Abstract

This paper investigated self-regulated learning skills as a predictor of students’ achievement in mathematics based on ability level. The study is prediction-design research of correlational type. The subjects were 882 SSII students from the secondary schools in Owerri Education Zone of Imo State. The researchers adopted the multi-stage but simple random sampling technique to draw the sample. Two instruments were used to collect data for this study. They are the Self-regulated Learning Questionnaire (SRLQ) and Mathematics Achievement Proforma. The validity of the instruments was ensured through experts’ suggestions and guidance. Single-administration reliability and Cronbach Alpha ensured the reliability of SRLQ (0.89). The data collected were analyzed using regression analysis and coefficient of determination at 0.05 alpha level with the aid of Statistical Package for Social Sciences (SPSS) version 20. The results of the study revealed that self-regulated learning skill predicts 6.0% and 4.3% respectively to the variance observed in high and low achieving students in mathematics. This prediction is significant as attested to by the regression analysis carried out (p < 0.05). Therefore, secondary school students should regulate their learning to increase their mathematics achievement.
Comparative Analysis of Mathematics Anxiety and Academic Achievement among Science Education Students Ike, Iheanacho Chukwudi; Duru, Darlington Chibueze; Alwell, Uzoma; Mba, David Onyinye
Brillo Journal Vol 4 No 2 (2025): Innovative Practices in Mathematics Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.63

Abstract

This study examines the comparative analysis of mathematics anxiety and academic achievement among second-year Science Education students at Alvan Ikoku Federal University of Education, Owerri. Three research questions and hypotheses were tested at a 0.05 significance level. Using a correlation and comparative research design, all 85 students were included via census sampling. Data were collected using the Mathematics Anxiety Rating Scale (MARS), adapted from Al Mutawah (2015), and the Basic Mathematics for Science Education Achievement Test (BMSEDAT). MARS had 20 items with a Cronbach’s alpha reliability of 0.70, while BMSEDAT consisted of 6 essay questions, with a reliability coefficient of 0.71. Pearson’s correlation and independent samples t-test were used for data analysis. Findings revealed a significant relationship between mathematics anxiety and achievement, specifically among Biology students, but not in Chemistry and Physics. It was recommended that teachers should adopt positive, supportive teaching methods that encourage students to develop a healthy attitude toward mathematics.
Predictive Analysis: Academic Resilience as a Determinant of Mathematics Achievement among Senior Secondary School Students in Nigeria Duru, Darlington Chibueze; Obasi, Chinedu Victor; Oguoma, Chinyere
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.48

Abstract

Mathematics is considered a key foundation for scientific knowledge required for the development of any nation. Poor mathematics achievement has been reported nationally. This paper was designed to investigate academic resilience as a determinant of mathematics achievement among senior secondary school students in Owerri municipal council of Imo State. A correlational design was used for the study. The study comprised a population of 32,068 students in public secondary schools in Owerri Municipal Council of Imo State. A sample of 180 SSII students was drawn from the population, using simple random sampling. Two instruments were used for data collection in this study. They are: the Academic Resilience Scale (ARS) for secondary school students was developed by Martin and Marsh with a Cronbach reliability coefficient of 0.74, and the Mathematics Achievement Proforma (MAP). Descriptive and inferential statistics including simple linear regressions were used for data analysis. The findings showed that academic resilience positively and significantly predicted mathematics achievement irrespective of gender. It was recommended to prepare and encourage students to be resilient, with the spirit of resilience inculcated at a young age, as this helps them in life and positively predicts mathematics achievement.
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.