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All Journal Journal of Research in Instructional Journal of Research in Science and Mathematics Education International Journal of Research in STEM Education
Ajai, John Tyavbee
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

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Algebra's Ripple Effect: How Enthusiasm for Algebra Shapes Students' Overall Attitudes Toward Mathematics Ajai, John Tyavbee; Sanda, Hauwa; Abur, Cletus Terhemba
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1185

Abstract

Purpose: This study investigates the "ripple effect" of algebra, examining how students' enthusiasm or aversion to algebra influences their overall attitude toward mathematics. Methodology: The research employed a descriptive survey design and was conducted in the Gombe Education Zone, Nigeria, which includes 87 secondary schools. A sample of 500 students was selected through a multistage sampling technique across five local government areas. Data were collected using the Disposition of Students in Learning Algebra (DISLA), a 16-item instrument validated by experts and achieving a reliability index of 0.92 via Cronbach’s alpha. The DISLA consisted of two sections: sociodemographic data and students' perceptions of algebra. Research assistants administered the survey in the selected schools. Findings: The results, analyzed using frequency counts and percentages, revealed that 72.2% of students disliked specific mathematical topics, and only 29.9% found mathematics simple. Furthermore, 43.1% of students expressed a mild liking for algebra, while 42.3% showed a strong interest. Importantly, 50.7% believed their attitude toward algebra influenced their overall perception of mathematics. Significance: The study concludes that students' attitudes toward algebra significantly impact their engagement with and perception of mathematics, with positive attitudes fostering better performance. Recommendations include promoting a growth mindset, employing differentiated instruction, making mathematics more relevant to real-life applications, and addressing mathematics anxiety. Additionally, positive reinforcement and professional development for teachers are suggested to create a supportive learning environment, ultimately enhancing students' interest and performance in mathematics.
Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method Ajai, John Tyavbee; Titilayo , Ogungbile; Jimin, Nguuma
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1706

Abstract

This study investigated the effect of laboratory-based instructional methods on students' achievement in geometry within the educational context of Jalingo Metropolis, Taraba State, Nigeria. Recognising the potential of hands-on, experiential learning approaches in mathematics education, particularly in geometry, this research explored the effectiveness of laboratory-based instruction in enhancing student performance. Guided by three research questions and hypotheses, the quasi-experimental research design was employed on a sample of 160 Upper Basic II students, through pre-and post-test assessments. The Geometry Achievement Test (GAT) with a reliability index of 0.91 for the GAT, determined using the K-R20 method, was used for data collection. The mean and standard deviation statistics were employed to answer the three research questions, while covariance (ANCOVA) analysis was employed to test all hypotheses at a significance level of 0.05. The study found a significant improvement in geometry achievement among students exposed to the laboratory-based method, with 56% of the achievement score variance attributed to this method. Additionally, it identifies a noteworthy difference in achievement scores between male and female students taught geometry using the laboratory-based approach, with a significant interaction effect observed between the teaching method and gender. These findings emphasise the potential of incorporating laboratory-based instructional methods in mathematics education to enhance student achievement and promote a deeper understanding of geometric concepts. Overall, the study contributes valuable insights to the discourse on innovative pedagogical practices in mathematics instruction, offering guidance for educators and policymakers aiming to improve mathematics education in similar contexts.
Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry Ajai, John Tyavbee; Ogungbile, Titilayo
Journal of Research in Instructional Vol. 3 No. 1 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i1.89

Abstract

The relationship between the laboratory method of instruction, students' attitudes toward geometry, and gender on geometry performance was examined in this study. The investigation was conducted in the Jalingo metropolis of Taraba State, Nigeria. Both correlational and quasi-experimental designs were used in the investigation. The study included 160 Upper Basic School II pupils as its sample. Data were gathered using two instruments: the Geometry Achievement Test (GAT) and the Attitudes Toward Geometry Inventory (ATGI). The instruments were validated, and for the ATGI and GAT, respectively, their reliability indices were calculated to be 0.86 and 0.91. The results indicate that while student performance in geometry is inversely connected with the laboratory style of instruction, student attitudes toward geometry are positively correlated. It has been found that 56% of students' success in geometry may be predicted by factors such as their attitude toward mathematics, gender, and instructional strategies used in laboratories. According to the correlation statistics, the laboratory method accounts for 74% of student performance in geometry, gender for 9.6%, and attitude for 7.9%. To foster a good attitude toward geometry, it is recommended that the laboratory method of instruction be promoted in mathematics class.
Co-Authors Abur, Cletus Terhemba Jimin, Nguuma Ogungbile, Titilayo Sanda, Hauwa Titilayo , Ogungbile