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All Journal Journal of Multidisciplinary Science: MIKAILALSYS International Journal of Education, Management, and Technology
Bulus, Shiaki O.
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Materials Science & Nanotechnology Physics Social Sciences Other

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Mathematics Education in Restructuring the Current Impediment Affecting Economic Growth: Issues and Way Forward Bulus, Shiaki O.; Yukwa, Bernard Alpha
Journal of Multidisciplinary Science: MIKAILALSYS Vol 3 No 1 (2025): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v3i1.4364

Abstract

Nigeria as developing nation needs mathematics at all walks of life that can consider restructuring of its economy very requisite and create innovative programmes through technology to improve the economic growth of the country. In this case, this paper examined the role of mathematics education in restructuring the current challenges affecting Nigeria economic growth. It presented six issues affecting the economy and through mathematics, the researchers pointed out all ways those highlighted issues can be resolved. From the way-forward enumerated, it was discovered that all government agency should organized empowerment programmes to young Nigerians with zeal of uplifting them from poverty and dependent. Through guiding it learner with basic scientific and technological skills that mathematics plays a center role in that Area.
Effect of Collaborative Instructional Approach on Personality Traits in Geometry Achievement Among Secondary School Students in Zing Education Zone, Taraba State Bulus, Shiaki O.; Yukwa, Bernard A.
Journal of Multidisciplinary Science: MIKAILALSYS Vol 3 No 2 (2025): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v3i2.5808

Abstract

This study investigates the effect of a collaborative instructional approach (CIA) on geometry achievement among secondary school students in Taraba State, Nigeria, with particular attention to the moderating role of personality traits. The study focused on three personality dimensions, agreeableness, conscientiousness, and openness to experience, examining how each interacts with instructional methods (CIA vs. traditional lecture) to influence academic performance. Guided by four research objectives, questions, and hypotheses, the study employed a quasi-experimental pre-test/post-test design. A total of 295 students from the Zing Education Zone participated, with grouping based on their dominant personality traits as measured by a validated inventory (Cronbach’s α = 0.95). Students received instruction in geometry using either the collaborative instructional approach or the lecture method. Descriptive statistics (mean and standard deviation) were used to address the research questions, while analysis of covariance (ANCOVA) tested the hypotheses at the 0.005 level of significance. The findings revealed that students with openness to experience achieved significantly lower scores when taught with the collaborative instructional approach compared to those taught using the lecture method, contrary to prevailing assumptions about learner-centered instruction. The study underscores the need for differentiated instructional strategies aligned with students’ personality profiles. It recommends targeted professional development programs, including seminars and workshops, for mathematics educators in the Zing Education Zone to enhance pedagogical responsiveness and subject mastery in meeting diverse learner needs.
Effect of Collaborative Instructional Approach on Personality Traits in Geometry Achievement Among Secondary School Students in Zing Education Zone, Taraba State Bulus, Shiaki O.; Yukwa, Bernard A.
International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i2.5780

Abstract

This study investigates the impact of a collaborative instructional approach on the academic achievement of secondary school students in geometry, with particular attention to variations across personality traits in Zing Education Zone, Taraba State, Nigeria. The study was guided by four specific objectives, including the assessment of achievement levels among students with agreeableness, conscientiousness, and openness to experience traits when taught using either the collaborative instructional approach or the traditional lecture method. A quasi-experimental research design, incorporating both pre-test and post-test groups, was employed. The sample consisted of 295 students categorized based on their dominant personality traits. Data collection utilized a validated instrument with a reliability coefficient of 0.95 (Cronbach’s alpha). Descriptive statistics, specifically mean and standard deviation, were used to address the research questions, while hypotheses were tested using analysis of covariance (ANCOVA) at the 0.005 significance level. The findings revealed, among other results, that students characterized by openness to experience demonstrated lower academic achievement in geometry when taught using the collaborative instructional approach compared to their counterparts taught with the lecture method. Based on these findings, the study recommends targeted professional development interventions, including seminars and workshops for teachers in the Zing Education Zone. These programs should focus on enhancing content mastery and equipping educators with strategies to tailor instruction to the diverse personality profiles of their students, thereby improving learning outcomes.
Co-Authors Yukwa, Bernard A. Yukwa, Bernard Alpha