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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) MEJ (Mathematics Education Journal) Journal of Advanced Sciences and Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion International Journal of Didactic Mathematics in Distance Education
Sondlo, Aviwe
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students Asanre, Akorede A.; Sondlo, Aviwe; Chinaka, Taurayi; Oluwadoyo, Taiwo Abiodun
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i2.34183

Abstract

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.
Impact of Interest and Motivation on Academic Achievement of Junior Secondary School Students in Mathematics Asanre, Akorede; Sondlo, Aviwe; Abiodun, Taiwo
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 3 (2024): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i3.269

Abstract

This research study investigated the influence of interest and motivation on mathematics achievement among junior secondary school students in Ijebu Ode, Ogun State, Nigeria. The study methodology was a descriptive survey, and the sample size of 350 junior secondary school students in Ijebu Ode from five public schools was chosen using a simple random sampling procedure. The Mathematics Achievement Test (MAT) and the Interest and Motivation towards Learning Mathematics Scale (IMLMS), with reliability coefficients of 0.77 and 0.81, respectively, were used in the study. Multiple regression analysis, Pearson Product Moment Correlation, and descriptive statistics were used to analyze the data gathered. The results showed that motivation and interest positively impact student achievement in school. They further demonstrated the independent factors' combined influence on the dependent variables. Based on the results, it is determined that junior secondary school students in Ijebu Ode, Ogun State, Nigeria, have high academic achievements in mathematics and that both motivation and interest jointly predict academic achievement. To improve students' mathematics achievement, it is advised that schools actively support these factors during the teaching and learning processes. The Ministry of Education needs to require all schools to implement student-motivating policies.
Effect of problem-based learning strategy on the learning outcomes of senior secondary school students in Mathematics Asanre, Akorede Ayoola; Sondlo, Aviwe; Oluwadayo, Abiodun Taiwo
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.370

Abstract

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.
Investigating the Interplay of Social and Biological Factors on Mathematics Anxiety among Senior Secondary Students Asanre, Akorede Ayoola; Sondlo, Aviwe; Adekunle, Ridwan Ayomide
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.84085

Abstract

This study investigates the social and biological factors influencing mathematics anxiety among senior secondary school students in Sagamu Local Government Area, Ogun State, Nigeria. Data were gathered using a descriptive survey methodology, 500 students across five secondary schools using simple random sampling techniques. A standardized questionnaires Social Factor Questionnaire (SFQ, r=0.82), Biological Factors Questionnaire (BFQ, r=0.73) and Abbreviated Math Anxiety Scale (AMAS, r=0.84). Descriptive statistics (mean and standard deviation) and Pearson correlation analysis were used to analyze the data. Results reveal that family pressure, inappropriate teaching methods, the school environment, neurological responses to stress, and age and developmental stage are significantly related to mathematics anxiety among senior secondary school students. Conversely, learners' behaviour, genetic predispositions, and gender do not significantly affect mathematics anxiety. Therefore, the study recommends that schools s implement parent-teacher programs and counselling service to reduce family pressure and foster a supportive home environment for students. 
Exploring the Relationship Between Broken Homes and Mathematical Literacy: A Quantitative Study of Junior Secondary School Students Asanre, Akorede; Sondlo, Aviwe; Abiodun, Taiwo
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.404

Abstract

This study examined the impact of broken homes (family conflicts, substance abuse, and single-parent households) on Junior secondary school students' mathematical performance in Abeokuta North Local Government Area, Ogun State, Nigeria. A survey research design using a quantitative approach was used, and a convenient sampling technique guided the selection of 5 schools from the population, of which 300 students were selected using simple random sampling. Four research questions guided this study. Broken Homes Questionnaire and Mathematics Academic Performance Test (MAPT) with reliability coefficients of 0.73 and 0.68, respectively, were used. The data were analyzed using regression analysis and descriptive statistics. Findings reveal no impact of family conflict, but substance abuse and single-parent households show a great impact on junior secondary school learners' performance in mathematics. Lastly, the results also show that the joint impact of the three variables has a great influence on the children's performance in school. In conclusion, single parenting, substance abuse, and family conflicts have an adverse effect on learners' academic performance. This is clearly linked to the looking-glass theory, emphasizing that a child will become what he experienced at home, which will, in turn, after the academic career. It is recommended that students from broken homes should be properly monitored, secured, and controlled
Evaluating the impact of the flipped classroom model on senior secondary students' mathematics achievement: a quasi-experimental study in Nigeria Asanre, Akorede; Sondlo, Aviwe; Adedeji, Abdullateef
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 2 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i2.11774

Abstract

The ongoing poor achievement in mathematics underlines the need for effective instructional approaches that can boost students’ comprehension and performance. The study aimed to examine the effects of the flipped classroom model and gender on the mathematics achievement of senior secondary school students in Ijebu Ode, Ogun State, Nigeria. Fifty-four students were divided into an experimental group, which received flipped classroom instruction, and a control group, which was taught through traditional methods. Data were collected over six weeks using the Mathematics Achievement Test (MAT) with a reliability coefficient of 0.74, along with pre- and post-test assessments. The data were analyzed using ANCOVA. ANCOVA results revealed that the flipped classroom model had a statistically significant effect on students' mathematics achievement (p < 0.05), confirming the model's impact on academic achievement. The gender analysis showed that both male and female students benefited equally from the flipped classroom model, highlighting its inclusivity as an effective teaching strategy. The study concludes that the flipped classroom model significantly improves mathematics achievement in Ogun State’s secondary schools. It recommends adopting this model, coupled with appropriate teacher training and resource allocation, to promote equitable and enhanced learning outcomes.
Co-Authors Abiodun, Taiwo Adedeji, Abdullateef Adekunle, Ridwan Ayomide Asanre, Akorede Asanre, Akorede A. Asanre, Akorede Ayoola Chinaka, Taurayi Oluwadayo, Abiodun Taiwo Oluwadoyo, Taiwo Abiodun