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All Journal IJIE (Indonesian Journal of Informatics Education) International Journal of Pedagogy and Teacher Education International Journal on Teaching and Learning Mathematics
Adeneye Olarewaju Awofala
UNIVERSITY OF LAGOS
Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Mathematics Social Sciences

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Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics Adeneye Olarewaju Awofala; Abisola Olusola Lawani
International Journal of Pedagogy and Teacher Education Vol 4, No 1 (2020): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v4i1.33402

Abstract

Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of  promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.
An Assessment of the Psychometric Properties of the Conceptions of Teaching and Learning Questionnaire by Pre-service Mathematics Teachers in South-West, Nigeria Adeneye Olarewaju Awofala; Abisola Olusola Lawani; Chidinma O Oraegbunam
International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (432.651 KB) | DOI: 10.20961/ijpte.v3i2.33264

Abstract

This paper reports on the psychometric properties of the Conceptions of Teaching and Learning Questionnaire (TLCQ) developed by Chan and Elliot (2004), based on the responses of 220 pre-service mathematics teachers from five public universities in South-West Nigeria. The term mathematics was introduced into the 30 item-statements, which measured both constructivist and traditional conceptions of teaching and learning, to reflect beliefs specific to mathematics teaching and students’ learning of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .89 for the constructivist scale, .86 for the traditional scale, and .87 for the entire scale. Findings revealed that Principal components factor analysis with varimax rotation yielded a two-factor solution accounting for 38% of the total variance, interpreted as Constructivist Conceptions and Traditional Conceptions of mathematics teaching and learning; as in the original study and other replicating studies. However, a notable difference was the significant loading of the item statement “learning primarily occurs from drilling and practice” on Constructivist Conceptions for the South West Nigeria, while it loaded on the Traditional Conceptions as reported in the original study in Hong Kong and other replicating studies. It is suggested that pre-service mathematics teachers be exposed to the constructivist teaching practices in the teacher education training programme in Nigeria.
Are the Keyboards Weightier than the Biros? The Effect of Computer-Based Testing on Students’ Achievement and Anxiety in Mathematics ADENEYE OLAREWAJU AWOFALA
IJIE (Indonesian Journal of Informatics Education) Vol 4, No 1 (2020): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v4i1.40023

Abstract

Are the keyboards weightier than the biros? This question is the focus of the present study in which the investigation of the modes of testing in mathematics (computer-based testing-CBT and paper-based testing-PBT) was carried out using mathematics achievement and mathematics anxiety as dependent measures. Through a pre-test post-test experimental research, the study tested two null hypotheses at 0.05 level of significance using an independent samples t-test. The study lasted for four weeks in two Nigerian senior secondary schools. Results showed that there was no statistically significant difference between the mean mathematics achievement scores of students tested by the computer-based test and the paper-based test. Also, there was no significant difference between the mean mathematics anxiety scores of students tested by the computer-based test and the paper-based test. The implication of these results is that assessing students using the two modes showed no variations in their achievement and anxiety in mathematics. Thus, the mode of testing showed no differential effect on students’ learning outcomes in mathematics. Based on the findings of this study, government at levels in Nigeria need to put in place the enabling environment and infrastructural facilities needed for schools to benefit fully from the advantages inherent in the CBT mode of assessment.
Investigating Nomophobia as a Predictor of Smartphone Addiction among Nigerian Pre-service Mathematics Teachers ADENEYE OLAREWAJU AWOFALA
IJIE (Indonesian Journal of Informatics Education) Vol 4, No 2 (2020): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v4i2.40021

Abstract

Nomophobia and smartphone addiction are behavioural disorders that are maladaptive and affect 21st-century digital natives anywhere, everywhere. This study investigated nomophobia as a predictor of smartphone addiction among Nigerian pre-service mathematics teachers within the framework of quantitative methodology of non-experimental correlational research design. The participants consisted of 300 pre-service mathematics teachers randomly selected from the Department of Science and Technology Education, University of Lagos, Nigeria. Four research questions were answered in the study using the statistical tools of frequency, percentage, mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis. Results showed that majority of the pre-service mathematics suffered from nomophobia and smartphone addiction. There was a positive relationship between smartphone addiction and nomophobia and nomophobia was a significant predictor of smartphone addiction among pre-service mathematics teachers. Based on these findings it was concluded that universities and parents in Nigeria should find a way of reducing the prevalence of nomophobia and smartphone addiction in pre-service mathematics teachers in the country.
Examining components of attitudes towards mathematics among senior secondary school students in Nigeria ADENEYE OLAREWAJU AWOFALA
International Journal on Teaching and Learning Mathematics Vol 3, No 2 (2020): December (This issue published papers with authors/co-authors from 3 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v3i2.9496

Abstract

The study investigated the components of attitudes towards mathematics among 1500 senior secondary school students from 20 co-educational public schools in the Lagos State of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected using the component of attitudes toward mathematics scale (Cronbach alpha coefficient α=0.96) were analysed using the descriptive statistics of frequency count, percentage, mean, and standard deviation and inferential statistics of independent samples t-test and factor analysis. Findings revealed that senior secondary school students’ level of components of attitudes toward mathematics was at a moderate level. Components of attitudes towards mathematics scale was a multi-dimensional construct consisting of cognitive, behavioural and affective elements. Gender differences in components of attitudes towards mathematics among senior secondary school students were significant and in favour of the males. Based on this study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate further the confirmatory factor analytic structure of the components of attitudes towards mathematics scale among senior secondary school students.
Co-Authors Abisola Olusola Lawani Chidinma O Oraegbunam