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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences International Journal of Didactic Mathematics in Distance Education
Asanre, Akorede
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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.
Effects of Laboratory Teaching Strategy on Academic Performance of Primary School Pupils in Mathematics Asanre, Akorede; Abiodun, Taiwo
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.409-418

Abstract

This study looked into how using a laboratory teaching style affected the math performance of elementary school students, in Ijebu Ode, Ogun State, Nigeria. A quantitative study was adopted using Pre-test, Post-test, and Control group quasi-experimental designs. The study involved a total of seventy (70) primary four pupils, separated into two whole groups from separate institutions. We used one class as the experimental group, where the laboratory teaching strategy was implemented and the other class served as the control group, utilizing conventional teaching methods. Mathematics performance tests (r = 0.76) were administered to collect data on academic performance, in addition to carrying out the experimental group's treatment plan and the control group's traditional methods. An analysis of the data was done with ANCOVA, revealing the laboratory teaching technique has a noteworthy favorable impact on students' academic performance. However, gender was found to have not much influence on academic achievement, and likewise, the interaction effect was not significant. The findings bolster the assertion that the laboratory teaching strategy is an effective way to raise primary school pupils' performance in mathematics. As a recommendation, it is suggested that mathematics teachers should be encouraged to integrate this approach into their teaching practices.
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 : LPPM 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 Sondlo, Aviwe