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All Journal MEJ (Mathematics Education Journal) Journal of Mathematics Instruction, Social Research and Opinion
Chinaka, Taurayi Willard
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics Abah, Joshua; Chinaka, Taurayi Willard; Ogbiji, Emmanuel Ogar
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.v8i2.34218

Abstract

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.
Conceptualizing the Influence of Artificial Intelligence on Students’ Academic Integrity ABAH, Joshua Abah; Terungwa , Ubagu David; Chinaka, Taurayi Willard
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.v4i2.383

Abstract

Artificial Intelligence (AI) has evolved into an indispensable tool in education. AI usage in education permeates tutoring systems, automated essay scoring, plagiarism detection, virtual reality simulations, and chatbot-based learning support. This ubiquity has threatened the tenets of academic integrity upon which the entire education system hinges. This present conceptualization focuses on demystifying the concepts and conversations at the nexus of AI adoption and academic integrity. The conceptualization deeply explored the development of AI and the motivation for its deployment in education. A broad overview of academic integrity highlights the core values of honesty, trust, fairness, respect, responsibility, and courage. This was followed by a detailed exploration of the techniques used by students to avoid detection of AI-generated work. A focal discussion was then provided on the impact of AI-generated writing tasks on students’ academic integrity, highlighting both opportunities and challenges. Next, the technical, procedural, educational, and collaborative strategies for detecting and minimizing the rate of AI-generated work among students were discussed. The Technology Acceptance Model and Academic Integrity Framework were discussed as conceptualizations' theoretical foundations. The conceptualization closes with a summary of recent empirical research emphasizing the need for further studies to explore all ramifications of the influence of AI on academic integrity. It is hoped that the conceptual clarity provided in this work will support the emerging scholarship on AI's influence on society.
Co-Authors ABAH, Joshua Abah Joshua Abah Ogbiji, Emmanuel Ogar Terungwa , Ubagu David