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All Journal Journal of Instructional Mathematics
Darlington Chibueze Duru
Alavan Ikoku Federal College of Education
Education Mathematics

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Critical Thinking Ability as a Correlate of Students’ Mathematics Achievement: A Focus on Ability Level Darlington Chibueze Duru; Chinedu Victor Obasi
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.
Mathematics Learning Amidst Sit-at-Home Protests: Awareness and Perceptions among Senior Secondary School Students Darlington Chibueze Duru
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.
Co-Authors Chinedu Victor Obasi