Department of Educational Foundations

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Browsing Department of Educational Foundations by Subject "Achievement in mathematics"

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    Open Access
    Impact of formative evaluation on psychological readiness and achievement in mathematics among adolescents in Ikorodu Local Government Area of Lagos State
    (International Journal of Studies in Education (IJOSE), Faculty of Education, University of Nigeria, Nsukka, 2021-06) Akanni, O.O.
    The study examined the impact of formative evaluation on the psychological readiness and students’ academic achievement of senior secondary school among adolescents in Ikorodu Local Government Area of Lagos State. The study adopted quasi-experimental research design. The population for the study consists of all the 11,211 public senior secondary school class two (SSII) students in Ikorodu Local Government Area of Lagos-state.. The stratified sampling technique was used to select 200 respondents (SS 2 students) consisting of 100 subjects for experimental group and 100 subjects for control group in the study. The instruments for data collection was structured questionnaire developed by the researcher titled: Psychological Readiness Questionnaire (PRQ), Mathematics Formative Evaluation Test (MFET) and Mathematics Achievement Test (MAT) .The instruments was faced validated by three expert from the Department of Educational Foundations, Faculty of Education, University of Lagos, Akoka, Nigeria. The instrument have high stability co-efficient of 0.82, 0.75 and 0.79 when tested during the pilot study at 0.05 level of significance. Findings from the study revealed that there is a significant influence of formative evaluation on students’ academic achievement in Mathematics, as well as the psychological readiness of the students, and there is a significant influence of formative evaluation on psychological readiness amongst secondary school students Based on the findings, it was recommended amongst others that the school administrators should emphasize to their teachers on regular basis that the teaching of Mathematic in secondary school should be carried out by using regular formative evaluation, adequate feedback and remediation for students to improve their academic achievement.
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    Open Access
    Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria
    (African Journal of Educational Studies in Mathematics and Sciences, 2020) Adeniyi, S.O; Kuku, O.O
    There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment