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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) AMAR (Andalas Management Review) Journal of Advanced Sciences and Mathematics Education
Asanre, Akorede Ayoola
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Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance 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.
Exploring Principal Identity Models for Effective School Management in uMgungundlovu District, South Africa Asanre, Akorede Ayoola; Mchunu, N. V.; Buthelezi, Alan B.; Mhlongo, H. R.
AMAR (Andalas Management Review) Vol. 9 No. 2 (2025)
Publisher : Management Institute Faculty of Economics Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/amar.9.2.145-173.2025

Abstract

This study explores effective models of principal identity in relation to school management and leadership within the uMgungundlovu District of KwaZulu-Natal, South Africa. It examines how principals perceive and develop their professional identities, and how these evolving identities impact effective school management and administration. Therefore, the study identifies both the challenges and potential solutions for improving school leadership practices. The central argument is that a principal's influence and effectiveness stem from the continuous evolution of their professional identity from their experiences as teachers to their eventual roles as school leaders. Grounded in the theory of intersectionality, as a lens to uncover the identity of principals for effective management. The study employs an interpretivist qualitative paradigm to explain principals’ identities. Data was collected through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis was used to interpret emerging themes and provide nuanced insights into the participants’ experiences. Findings reveal that understanding a principal’s identity is fundamental to enhancing school management and leadership effectiveness. The study concludes that collaboration and open communication among principals are critical to organizational success. Furthermore, sharing professional experiences, resources, and best practices fosters a deeper appreciation of how identity development contributes to effective school leadership.
The Relationship between Students’ Personality Traits and Their Achievement in Mathematics in Ogun State Nigeria Taiwo, Abiodun Oluwadayo; Asanre, Akorede Ayoola; Arigbabu, Abimbola Ismail
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.90467

Abstract

This study examines the relationship between students’ personality traits and their achievement in mathematics in Ogun State, Nigeria. A descriptive survey design was employed in the study. Three research questions guided the study. The study's population consisted of all students at Senior Secondary School Two (SSS2) in Ogun Central Senatorial District, Ogun State, Nigeria. Using a random sample method, ten (10) secondary schools in Ogun Central Senatorial District of the State were selected. From each school, forty-two (42) responders were chosen. This method was selected in accordance with particular standards, including the schools' size, type, location, and demographic makeup. The study's sample consisted of seven hundred and twenty (420) respondents from the Senior Secondary School II (SSSII) class.  The instruments used for data collection are: NEO Personality Inventory (r= 0.79) using Cronbach's alpha technique and Mathematics Achievement Test (MAT) with reliability, r = 0.86 using Kuder Richardson formula 20 (K-R20). Multiple Regression Analysis (MRA) and Pearson Product-Moment Correlation (PPMC) were used as inferential statistics to analyze the data at the 0.05 level of significance. The results of the findings showed that conscientiousness, extroversion, and agreeableness have positive and significant influence on students’ academic performance in a public senior secondary school in Ogun State.
Co-Authors Adedeji, Abdullateef A. Adekunle, Ridwan Ayomide Arigbabu, Abimbola Ismail Aviwe, Sondlo Buthelezi, Alan B. Mchunu, N. V. Mhlongo, H. R. Odupe, Toyin Alaba Oluwadayo, Abiodun Taiwo Sondlo, Aviwe Taiwo, Abiodun Oluwadayo Taiwo, Taiwo Oluwadayo