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All Journal Journal of Multidisciplinary Science: MIKAILALSYS International Journal of Humanities, Education, and Social Sciences
Y, Bernard A.
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Attitude of Mathematics Teachers Towards the Use of Activity Based and Guided Discovery Strategies in Improving Students Understanding of Geometric Concepts B, Shiaki O.; Y, Bernard A.; H, Takwa; P, Caleb
Journal of Multidisciplinary Science: MIKAILALSYS Vol 2 No 3 (2024): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v2i3.3762

Abstract

The study aims to examine attitude of mathematics teachers towards the use of Activity Based teaching strategy and Guided discovery teaching strategy in improving students’ understanding of Geometric concepts. The study used survey design with half of the students (50) were subjected to Activity based teaching strategy and the remaining half were subjected to guided discovery teaching strategy (50) making a sample size of 100 students for the research study. A total of 26 mathematics teachers were used for the study, where 13 teachers were those who employed guided discovery teaching strategy and the remaining 13 were subjected to answer questions based on their attitude towards using activity-based teaching strategy to improve students understanding of geometric concepts known as Mathematics Teachers Attitude Test (MTAT). The attitudinal scale was determine using Likert 4 point scale for SA (strongly Agree), A (Agree), D (Disagree) and SD (Strongly Disagree) respectively. However, the 100 students were split into two groups and questions in selected areas of geometry were formulated by the researchers also known as Students Geometric Achievement Test (SGAT). The researchers used simple random sampling to select the 100 students based on the use of guided discovery teaching strategy and activity based teaching strategy in Zing LGA, Taraba State, Nigeria by their Mathematics Teachers. The method used for data analysis is mean scores, standard deviation and t-test distribution. Results of the study revealed that mathematics teachers of the study area have interest in the use of Activity based teaching strategy and Guided discovery teaching strategy to improve students understanding of geometric concepts. Teachers believe in this study that students do not feel boring when guided discovery teaching strategy is used in teaching geometric concepts to them. At 5% level of significance it was revealed further that, there is no significant difference in the Attitude of mathematics teachers on the use of Activity based teaching and guided discovery teaching strategies to improve students understanding of geometric concepts. It was recommended in this study that teachers should endeavor to employ the two selected teaching strategies in other to improve students understanding of geometric concepts in Zing local government Area.
Effect of Diagnostic Assessment on Basic Education Students’ Achievement in Basic Science in Jalingo Metropolis, Taraba State, Nigeria B, Shiaki O.; S, Danjuma; Y, Bernard A.; C, Kachalla
International Journal of Humanities, Education, and Social Sciences Vol 2 No 3 (2024): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v2i3.4202

Abstract

The study focused on the effect of diagnostic Assessment on Basic Education students Achievement in Basic Science in Jalingo metropolis, Taraba State, Nigeria. Two objectives guide this present study which are; to examine the problems in the used of Diagnostic Assessment Strategy based on Students’ Achievement in Basic Science and find out the Mean Achievement Scores of Students’ who were assessed using Diagnostic Assessment Strategy and those assessed without the use of Basic Science Students’ in Jalingo metropolis. The study adopted Quasi-experimental design, using pretest and posttest design. The sample consisted of 13 science teachers and 100 students out of which 50 were males and 50 were females. Two instruments were used for the research “Students Achievement test in Basic Science (SATBS) and Teachers’ Diagnostic Assessment Questions (TDAQ) for both teachers and students. The method used for data analysis were mean, standard deviation and t-test distribution. Results revealed that there is no gain in mean achievement of students assessed using DAS. At 5% level of significance, it was shown that there is Significant Difference between the Mean Achievement scores of students assessed using DAS and those without the use of DAS in the selected schools. It was recommended that teachers need to be given training on how to use DAS effectively through providing them with Training programmes that will equipped their understanding of DAS and Also ensure each formative assessment given the classroom should contain DAS in other to allow students get used to the procedure while learning since teachers believe that Students do not find it difficult in expressing their thought.
Co-Authors B, Shiaki O. C, Kachalla H, Takwa P, Caleb S, Danjuma