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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Advanced Sciences and Mathematics Education
Asanre, Akorede Ayoola
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Chemistry Education Mathematics Physics Social Sciences

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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.
Teachers' Perception Towards the Integration of Artificial Intelligence in the Teaching of Mathematics in Senior Secondary School Asanre, Akorede Ayoola; Taiwo, Taiwo Oluwadayo; Odupe, Toyin Alaba
Jurnal Pendidikan Matematika dan Sains Vol. 12 No. 2 (2024): December 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v12i2.77349

Abstract

In many societies today, Artificial intelligence (AI) has developed into a disruptive force, and the system of education is only one example of how this technology is being used. Therefore, this study looked at the teachers' perceptions in terms of perception, attitude, and experience towards incorporating AI into mathematics education in senior secondary school in Remo, Ogun State, Nigeria. Three research questions were raised to gather data from the respondents. A descriptive survey research design was used in this study with a sample comprised of 60 respondents, with 30 teachers from private and public senior secondary schools each selected from 20 schools. The instrument used was the Teacher Perception Towards AI Questionnaire (TPTAQ) with a reliability coefficient of 0.77. The results revealed that the perceptive level of the teachers towards AI integration was found to be high in terms of perception, attitude, and experience, showing that teachers embrace the use of AI in mathematics education in schools. Therefore, educators are advised to be well-trained in the application of AI technology to mathematics education.
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. 
Retaining mathematical momentum: Investigating the impact of flipped classroom model on mathematics retention among senior secondary school students Asanre, Akorede Ayoola; Aviwe, Sondlo; Adedeji, Abdullateef A.
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.633

Abstract

Background: This study investigates the impact of the flipped classroom model on the retention of mathematical concepts among senior secondary students in Ogun State, Nigeria, with attention to gender-based differences.Aims: The study aims to examine both the main and interaction effect of strategies (flipped classroom model and conventional approach) and gender on the retention of secondary school students in mathematics in Ogun State, Nigeria. Having in mind to retain mathematical momentum within secondary school students in Ogun State.Method: Employing a quasi-experimental, non-equivalent control group design, the study compared retention scores between an experimental group using the flipped classroom model and a control group taught with traditional methods. Fifty-four Senior Secondary School II students were selected from two schools and divided evenly between the groups. Data was collected through pre-tests, post-tests, and delayed post-tests using the Mathematics Retention Test (MRT) with the reliability coefficient of 0.74. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The outcomes showed that students in the flipped classroom model had much better retention scores than those in conventional environments, therefore underscoring the success of the flipped model in encouraging long-term retention. Furthermore, results revealed that the approach helped male and female students equally; there was no appreciable relationship between gender and retention results. These findings highlight the possibilities of the flipped classroom as an inclusive and successful teaching tool to improve mathematical retention.Conclusion: The study concluded that the flipped classroom approach improves mathematical retention in Ogun State, Nigeria, without allowing any gender gap. Additionally, it shows that flipped classroom model help to retain the mathematical momentum of the students sampled. Adopting the flipped classroom model will help schools in Ogun State optimize their advantages for different student groups by means of teacher preparation and digital resource support.
Co-Authors Adedeji, Abdullateef A. Adekunle, Ridwan Ayomide Aviwe, Sondlo Odupe, Toyin Alaba Oluwadayo, Abiodun Taiwo Sondlo, Aviwe Taiwo, Taiwo Oluwadayo