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Emotional Quotient and Students’ Mathematical Problem-Solving Proficiency: A Meta-Analysis Malasari, Putri Nur; Awofala, Adeneye O. A.
IndoMath: Indonesia Mathematics Education Vol 5, No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v5i2.30

Mathematical problem-solving proficiency is one of the proficiencies that students must have to learn mathematics. The emotional quotient is one of the variables that influence pupils' capacity students mathematical problem-solving proficiency. Many research publications show that emotional quotient is closely related to students' mathematical problem-solving proficiency. This study aims to prove and validate the correlation between emotional quotient and students' Mathematical problem-solving proficiency. The data was obtained from a search on the Google Scholar database from 2013 to 2021. 23 research publications in Indonesia and Nigeria that met the criteria required as samples. Data analysis used a quantitative meta-analysis approach with a correlation meta-analysis. The findings reveal a positive and substantial correlation (5% significance level) between students' emotional quotient and students’ mathematical problem-solving proficiency. The mean effect size is 0.761 (high category) in the range of 0.578 and 0.944. This result demonstrates the coherence of the findings of the examined studies.

Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction Awofala, Adeneye O. A.; Lawani, Abisola O.
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.1-19

This study examined the effect of differentiated instruction on senior secondary school students’ achievement in mathematics in Nigeria within the blueprint of the pre-test, post-test non- equivalent control group quasi-experimental research design. The sample comprised 220 students in which three research questions and three null hypotheses guided the study. The experimental group was taught with the differentiated instruction while the control group received instruction with the conventional teaching method for eight weeks. Three valid and reliable instruments, Mathematics Achievement Test (KR-20=0.89), Felder-Soloman Index of Learning Styles (Cronbach α=0.92), and McKenzie Multiple Intelligences Inventory (Cronbach α=0.90), were used for data collection. Results revealed that students in the differentiated instruction group performed significantly better than students in the conventional teaching method group. Also, male students performed slightly better than female students with differentiated instruction, although no significant difference existed between the achievement of male and female students taught mathematics using differentiated instruction. There was no significant main effect of gender on students’ achievement in mathematics. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. The differentiated instruction made lesson more fascinating, stress-free and created co-operation among students. It was thus, recommended that differentiated instruction be adopted by mathematics teachers in teaching mathematics at the senior secondary school level in Nigeria.

Investigating Pre-service Science, Technology, and Mathematics Teachers’ Attitudes toward Climate Change in Nigeria Oladipo, Adenike; Awofala, Adeneye O. A.; Osokoya, Modupe M.
Journal of Educational Sciences Vol 4. No. 2. April 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.2.p.220-238

The study investigated attitudes toward climate change among 480 pre-service science, technology, and mathematics (STM) teachers from four higher institutions of learning in Southwest, Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected using climate change attitude survey were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis and independent samples t-test. Findings revealed that attitudes toward climate change assessed by the climate change attitude survey was a multi-dimensional construct (perceived beliefs component and intentions component). Gender differences in attitudes toward climate change among pre-service STM teachers were not significant even at the subscale level of perceived beliefs and intentions. In addition, the pre-service STM teachers showed a moderate level of attitudes toward climate change. In conclusion, there is need for a concerted effort to protect the earth from increased weather variability and the Nigerian government at all levels has both international and domestic commitments to reduce greenhouse gas emissions to ensuring sustainable human development. Future studies in Nigeria and elsewhere should conduct a confirmatory factor analysis on the climate change attitude survey to further generalise the findings of this study.

Motivation to Learning Mathematics and Gender as Correlates of Senior Secondary School Students’ Performance in Mathematics Awofala, Adeneye O. A.; Lawani, Abisola O.; Adeyemi, Olayinka A.
Journal of Educational Sciences Vol 4. No. 2. April 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.2.p.318-333

This study investigated senior secondary school students’ motivation to learning mathematics and gender as correlates of performance in mathematics. The sample consisted of 315 students from two government senior secondary schools in Lagos State, Nigeria using the quantitative research method within the blueprint of the descriptive survey research design. Data collected were analysed using percentages, means, standard deviation, independent samples t-test, Pearson Product Moment Correlation Coefficient (PPMCC) and standard and stepwise multiple linear regression analysis. Findings from the study revealed that there was a very high level of motivation to learn mathematics among senior secondary schools’ students in Nigeria. There was a significant influence of gender on students’ performance in mathematics but not on motivation to learn mathematics. It was also revealed that self-efficacy, gender and intrinsic motivation were the major significant predictors of performance in mathematics among the sample studied. Based on these findings, future studies in Nigeria should attempt to investigate the psychometric properties of the motivation to learn mathematics scale

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria Awofala, Adeneye O. A.; Lawal, Ruth F
Jurnal Pendidikan Matematika Vol 5, No 1 (2022): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v5i1.14011

Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students’ achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statistically weighty associations amid critical thinking and its gauges (analysis, deductive reasoning, inductive reasoning, evaluation, and inference) with students’ quantitative reasoning achievement. In addition, the five gauges or indicators were weighty forecasters of quantitative reasoning achievement among the junior secondary school students. Based on the outcomes of this study, it was recommended that mathematics teachers should abstain from deploying teacher-centered pedagogies that are hostile to students’ comprehension of mathematical concepts and critical thinking. In conclusion, mathematics teachers should endeavour to integrate everyday life experience of the students into the mathematics taught in the classroom to enable purposeful utilization of mathematics. Bukti menunjukkan kelangkaan penyelidikan tentang hubungan antara berpikir kritis (CT) dan prestasi siswa dalam penalaran kuantitatif (QR) di Nigeria. Studi korelasional ini mengadopsi model kuantitatif untuk menyelidiki keterampilan berpikir kritis sebagai korelasi prestasi dalam penalaran kuantitatif di antara 1500 siswa sekolah menengah pertama di Lagos State, Nigeria. Penelitian ini melibatkan tiga pertanyaan penelitian dan dua instrumen yang valid dan reliabel {California Critical Thinking Skills Test-Form B (CCTST dengan KR-20=0.88 dan Quantitative Reasoning Achievement Test (QRAT dengan KR-20=0.92)} digunakan untuk pengumpulan data Data yang terkumpul dianalisis dengan menggunakan statistik mean, standar deviasi, koefisien korelasi product-moment Pearson, dan analisis regresi berganda pada tingkat signifikansi 5%.Hasil penelitian menunjukkan kekurangan penalaran kuantitatif yang lazim di antara sekolah menengah pertama siswa di Negara Bagian Lagos Hasil menunjukkan asosiasi yang berbobot secara statistik di antara berpikir kritis dan pengukurnya (analisis, penalaran deduktif, penalaran induktif, evaluasi, dan inferensi) dengan pencapaian penalaran kuantitatif siswa. prestasi penalaran siswa SMP Berdasarkan hasil penelitian ini, Direkomendasikan bahwa guru matematika harus menjauhkan diri dari menyebarkan pedagogi yang berpusat pada guru yang memusuhi pemahaman siswa tentang konsep matematika dan pemikiran kritis. Kesimpulannya, guru matematika harus berusaha untuk mengintegrasikan pengalaman hidup sehari-hari siswa ke dalam matematika yang diajarkan di kelas untuk memungkinkan pemanfaatan matematika yang bertujuan.

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