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Abisola Olusola Lawani
TAI SOLARIN UNIVERSITY OF EDUCATION
Education 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.
Co-Authors Adeneye Olarewaju Awofala Chidinma O Oraegbunam