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All Journal Journal of Multidisciplinary Science: MIKAILALSYS International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences
Yukwa, Bernard A.
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Using Collaborative Instructional Approach to Improve Mathematics Achievement of Students with Openness to Experience Traits During Pandemic Era in Taraba State Yukwa, Bernard A.; Nshie, Fai M.
International Journal of Humanities, Education, and Social Sciences Vol 2 No 3 (2024): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v2i3.3678

Abstract

This paper focuses on the Influence of Collaborative Instructional Approach on Mathematics Achievement of Students with Openness to Experience Traits during Pandemic Era in Taraba State. Qualitative Research Design was adopted whereby data were gathered through secondary sources. Findings revealed that during the Pandemic Era, students with Openness to Experience enjoyed learning when they were exposed to Collaborative Instructional Approach. It was recommended that teachers should be encouraged to group students based on student’s personal traits to improve their achievement during the Pandemic Era in Taraba State.
Increasing Primary School Pupil’s Interest, Self-Concepts and Achievement in Trigonometry and Geometry Using Peer Teaching Approach Yukwa, Bernard A.; Paul, Caleb; Yusuf, Kemuel K.
International Journal of Humanities, Education, and Social Sciences Vol 2 No 3 (2024): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v2i3.3680

Abstract

This study focuses on the effect of peer teaching approach on primary schools pupils’ interest, self-concept and academic achievement of geometry and trigonometry. The objectives of the study were to: determine the level of interest by Primary School Pupils in learning geometry and trigonometry when peer teaching approach is used as instructional strategy, Find out the level of self-concept pose by primary school pupils exposed to peer teaching approach and Determine the Academic Achievement of Primary school pupils who are exposed to peer teaching approach. The study adopted quasi-experimental design. Sample of 50 pupils were used for data collection. Results of the study revealed that there is a significant difference on pupils’ interest, self-concept and academic achievement when exposed to peer teaching approach. As all the three hypotheses were accepted at 5% level of significance. It was recommended that teachers should incorporate group learning among pupils in other to build their competency.
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 Bulus, Shiaki O. Nshie, Fai M. Paul, Caleb Yusuf, Kemuel K.