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All Journal Journal of Instructional Mathematics Brillo Journal
Ahmad, Manko Umar
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Education Mathematics Other

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Utilization of Instructional Materials and Junior Secondary Students’ Academic Achievement in Geometrical-Shapes Ahmad, Manko Umar; Aliyu, Alhaji Zakariyya; Liman, Alhaji Mohammed
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.54

Abstract

This study investigates the utilization of instructional materials and junior secondary students’ academic achievement in geometrical shapes. A quasi-experimental design with experimental and control groups, including pre-test, post-test, and post-posttest measures, was implemented. The target population consisted of 1329 JSS II Students from Bida Local Government Area, Niger State, with sample size of 171 (Male=84, Female=87) students from two schools and two intact classes. Sample was determined through purposive and simple random sampling, selecting all mixed schools with experimental and control groups. Three research questions and hypotheses were formulated to guide the study. Data collected employed instruments: The Geometry Performance Test (GPT), Geometry Achievement Test (GAT), Lesson model for the control and experimental group. The GPT and GAT were validated by three experts and also demonstrated good reliability. The results revealed that students taught with instructional material performed better comparing with those taught without instructional materials and also there is no significant differences found in gender in the experiment group. In addition, there is significant difference in the retention ability of those who were taught using instructional materials and those taught without instructional material. Based on these results, mathematics teachers should use instructional materials during teach mathematics especially geometrical shapes.
Effects of Scaffolding and Conventional Instructional Methods on Female Students’ Academic Achievement and Mathematics Anxiety in Geometry Ahmad, Manko Umar; Zakariyya, Aliyu Alhaji; Isa, Alhassan Dyadya; Ndagara, Abubakar Sadiq
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2188

Abstract

This study aimed to assess the effect of scaffolding and conventional instructional methods on female students’ academic achievement and mathematics anxiety in geometry. The study used a quasi-experimental pre-test and post-test control design. The population comprised 443 SSII female students from 8 public schools in Agaie, Niger State, Nigeria. A sample of 130 SSII students from two schools was selected through multistage sampling. Data were collected through four instruments: Scaffolding lesson model for the experimental group, Conventional lesson model for the control group, Geometry Achievement Test (GAT) and Mathematics Anxiety Questionnaire (MAQ). The instruments were validated by three experts from two University. The reliability index of GAT and MAQ are 0.76 and 0.86 respectively. Research questions were answered through mean (M), standard deviation (SD), and mean difference, while a t-test at 0.05 level of significance was used to analyze the null hypotheses. The findings revealed that female students exposed to the scaffolding instruction method have higher mean scores than those exposed to the conventional instructional method. Based on the results, it is recommended, among others, that teaching mathematics, especially geometry, incorporate scaffolding instruction. Similarly, this method should be incorporated into the methodology and micro-teaching courses of pre-service teachers.
Co-Authors Aliyu, Alhaji Zakariyya Isa, Alhassan Dyadya Liman, Alhaji Mohammed Ndagara, Abubakar Sadiq Zakariyya, Aliyu Alhaji