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Lawani, Abisola O.
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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

Abstract

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.
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

Abstract

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
Co-Authors Adeyemi, Olayinka A. Awofala, Adeneye O. A.