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All Journal ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Community and Special Needs Education (IJCSNE)
K. E. Obafemi
Kwara State University
Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Enhancing Pupils’ Academic Performance in Mathematics using Brainstorming Instructional Strategy K. E. Obafemi
ASEAN Journal of Science and Engineering Education Vol 4, No 2 (2024): (ONLINE FIRST) AJSEE: September 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v4i2.60053

Abstract

This study investigated the effect of brainstorming instructional strategy on pupils' academic performance in mathematics in Ilorin West Local Government Area of Kwara State, Nigeria. Pretest posttest control group quasi-experimental research design was adopted. A total of 97 pupils from two private primary schools were involved in the study. Three validated research instruments were used for gathering and these included Mathematics Performance Test (MPT), Guide for Brainstorming Instructional Strategy (GBIS), and Guide for Conventional Method (GCM). MPT was tested for reliability using the test-retest method and the reliability coefficient was 0.78. Two hypotheses were formulated and tested with Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings of the study revealed that brainstorming had a significant effect on pupils’ academic performance in mathematics. However, the interaction of treatment and gender did not have any significant effect on the academic performance of pupils in mathematics. Based on the findings, it was concluded that brainstorming instructional strategy improved the academic performance of pupils in mathematics regardless of their gender. Based on the conclusion, it was recommended that primary school teachers should be trained in the use of brainstorming instructional strategies in teaching mathematics.
Primary School Teachers’ Competence Level in The Early Identification of Gifted Children Usman Tunde Saadu; K. E. Obafemi; Adeyemi Christianah Oluwakemi
Indonesian Journal of Community and Special Needs Education Vol 4, No 1 (2024): (ONLINE FIRST) IJCSNE: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijcsne.v4i1.60074

Abstract

The research explores the competence of teachers in recognizing and differentiating gifted students from their peers, which is crucial for providing appropriate educational interventions and support tailored to their unique needs. The methodology employed a descriptive survey design, with data collected through a questionnaire. The sample consisted of private and public primary school teachers in the area. The findings indicate a low competence level among primary school teachers in the early identification of gifted children. The study found no significant differences in competence based on gender or school type. However, there was a significant difference in competence based on teacher qualification, with those holding M.Ed./M.Sc. qualifications showing a higher level of competence. Overall, the study highlights the need for targeted professional development and support for primary school teachers in the identification of gifted children. By improving teachers' competence in this area, it is possible to enhance educational interventions and provide appropriate support to nurture the potential of gifted students.
Co-Authors Adeyemi Christianah Oluwakemi Usman Tunde Saadu