asanre akorede

In this study, the effect of a guided inquiry method on senior high school students' mathematical academic achievement was examined in Ogun State Ijebu Ode Local Government Area. Students from all the public senior secondary schools in Ogun State's Ijebu Ode Local Government Area who were studying mathematics participated in this research, which had as its main objective to ascertain the impact of the guided inquiry method on senior high school students' achievement in mathematics. One hundred (100) SSII Mathematics students made up the sample. The experimental and control groups were divided into two schools using the purposeful sampling technique. Based on their educational achievements, students were surveyed using the mathematics achievement test (MAT). Analysis of Covariance was used to analyze the data. This study showed that the effectiveness of G.I.S. as a teaching strategy had a big impact on how well students did in mathematics. This research demonstrated that, when mathematics was taught using G.I.S., gender did not significantly affect students' overall academic achievement. The study's findings indicate that the approach significantly affects students' math achievement. According to research, mathematics teachers should always use a guided inquiry method while instructing their students. Mathematics workshops, exhibits, seminars, and conferences for teachers of mathematics should be frequently organized and sponsored by the educational ministries/departments. Teachers of science and mathematics should have a broad orientation on how to use the guided inquiry teaching technique.

This study examined Content Coverage and Students Attitude as Predictors of Senior Secondary School Academic Achievement in Mathematics. The study adopted a descriptive survey method using simple random sampling technique to select three hundred (300) students from five (5) selected schools in Ijebu-Ode Local Government Ogun State. Questionnaire on (content coverage and student's attitude) and Mathematics achievement test was used as instrument for collecting data from the respondents. The data was analyzed using Multiple Regression Analysis. Based on the findings, content coverage predicts academic achievement of students in Senior Secondary School Mathematics. Attitude of students predicts academic achievement of Mathematics Students in Senior Secondary School, also content coverage and attitude predicts academic achievement of students in senior secondary school Mathematics. On these bases it is recommended that both students, parents, teachers, Government and school management should ensure they all look into the learning process and ensure effective learning.

This study investigate the effects of cooperative Learning on the Academic Performance of Senior Secondary Students in Mathematics. The study adopted quasi-experimental research design and data were gathered through Mathematics Achievement Test which was constructed by the Researcher in addition to some secondary data that were generated from journals and the internet for review of literature. A total of Eighty (80) students who was divided into two groups (Experimental and Control group) participated in this study. Data was analyzed using Simple percentage and independent-sample test (t-test). The post-test result showed that Cooperative Learning has significant effects on students' academic performance and attitudes towards Mathematics. It was also found that students' performance in mathematics and their attitudes towards mathematics were affected by exposure to cooperative learning strategies. The result of the study indicates that the experimental group showed significant improvement in students' mathematics achievement and attitudes towards mathematics in comparison to the control group. The findings of this study shows that the increase of the students' mathematics achievement and attitudes towards mathematics post-test mean scores for the experimental group was due to the significant effects of cooperative learning. The study concluded by recommending that Mathematics teachers should adopt flexible methodology to accommodate cooperative learning in order to motivate students' interest and improve their performance in mathematics.

The study looked into how senior secondary school students' achievement in mathematics was affected by a YouTube teaching approach. For the study, a pre-test, post-test, and control group quasi-experimental approach was used. Eighty (80) respondents from two senior secondary schools (SS1) in the Ijebu-Ode Local Government Area of Ogun State, Nigeria, were included in the study's sample. Three developed hypotheses that were evaluated at the 0.05 level of significance guided the study. A researcher-developed Mathematics Achievement Test (MAT) with a reliability index of 0.70 was used for data collection. Analysis of covariance (ANCOVA) was used to examine the data that were gathered. The results showed that senior secondary school students' academic success in mathematics is significantly impacted by the YouTube teaching tool. The results also show that gender has no noticeable effect on senior secondary school students' achievement in mathematics. Furthermore, the study demonstrated a noteworthy relationship between teaching approach and gender in mathematics achievement of senior secondary school students. The study concluded that the use of YouTube as a teaching tool impacted the mathematical achievement of senior secondary school students positively. It was suggested that teachers of senior secondary schools incorporate YouTube as a teaching tool into their lessons along with other multimedia platforms, apply it to real-world scenarios, and modify YouTube videos to fit curriculum goals.

Academic engagement has been a persistent problem and potentially more harmful to the future well-being of the educational system in Nigeria, as students show low turnout in achievement. Therefore, this study investigated behavioural, emotional and cognitive engagements as predictors of Mathematics achievement in senior secondary school. A descriptive survey research approach was used for the investigation. Sample used in the research comprised 1680 senior secondary school 2 (SS2) offering Mathematics from the twenty one randomly selected schools in the three local government areas of Ogun State's Remo division using purposive and simple random sampling technique. The instruments for the collection of data are Mathematics Student Academic Engagement Scale (MSAES) with reliability coefficient 0.776 and Mathematics Achievement Test (MAT) with reliability coefficient 0.88. Four hypotheses were developed and put to the test at a significant level using multiple regression analysis. Results indicated that cognitive engagement significantly predicts Mathematics achievement (F = 8.950, p<0.05). The study also revealed that behavioural engagement significantly contribute to the variation in learners' mathematical achievement (F = 17.474, p<0.05), Further more emotional engagement significantly contribute to the variation in learners' mathematical achievement (F = 6.393, p<0.05). Result also revealed that the predictor variables cognitive, behavioural and emotional engagement when taken together significantly contribute to the variance in students' Mathematics achievement (F = 6.205, p<0.05). This study concluded that Mathematics achievement is well predicted by student's dimension of academic engagement. Hence it is recommended that stakeholders in Nigeria secondary schools should ensure that the students are academically engaged.

This study investigated Mathematics anxiety as predictor of academic achievements of Senior Secondary School Students. Three research questions guided the study. The study adopted a descriptive survey design. The population of the study consists of three hundred (300) students in public senior secondary school in Ijebu-Ode Local Government Area of Ogun State. Two instruments were used for this study. The instruments are (i) Mathematics Anxiety Scale (MAS) and Mathematics Achievement Test (MAT). The data collected were analyzed using multiple regressions analysis. The finding of the study showed that Mathematics anxiety predicts students' academic achievement. The findings also revealed that gender significantly predicts students' academic achievement in Mathematics. Based on the findings, it is concluded that Mathematics anxiety is a predictor of both male and female students' academic achievement, it is therefore recommended among others that Mathematics teachers should be trained periodically in order to have ideas of innovative approaches of teaching Mathematics to avoid Anxiety in secondary school.

This study investigated student academic engagement as predictors of male and female Mathematics achievement in senior secondary school. A correlation research design of ex-post facto type was used. Sample used comprised 1680 (SS2) students offering from the twenty one randomly selected schools in the three local government areas of Ogun State's Remo division, Nigeria. The instruments are validated and give Mathematics Student Academic Engagement Scale (MSAES) with 0.776  r and Mathematics Achievement Test (MAT) with  r 0.88. Two hypotheses were formulated and analyzed using multiple regression analysis. Results revealed no significant contribution of the predictor variables in male students' achievement in Mathematics. Meanwhile the study revealed that the predictor variables significantly contribute to the variance in female students' achievement in Mathematics. This study concluded that Mathematics achievement is well predicted by student's academic engagement. Hence it is recommended that stakeholders in Nigeria secondary schools should ensure that the students are academically engaged.

The study examined the effect of mother tongue teaching strategy on academic achievement of junior secondary school students' in mathematics. The purpose was to examine the effect of mother tongue teaching strategy on academic achievement of junior secondary school students' in mathematics, to examine the effect of gender on academic achievement of junior secondary school students' in mathematics and to examine the interaction effects between mother tongue teaching strategy and gender on academic achievement of junior secondary school students' in mathematics. The study adopted a pre−test, post−test and control group quasi experimental design. 150 students drawn from junior secondary schools in Ogun State were sampled and used for the study using purposive sampling techniques. A unified scheme of work for the students was utilized for the study. Mathematics Achievement Test (MAT) was used to collect data on students' achievement, which was validated by the school mathematics teachers, its reliability was ascertained by using split half method and the coefficient obtained was 0.77. The data obtained from the respondents were collated and analyzed using ANCOVA (Analysis2 of Co-variance). Findings revealed that there is a significant main and interaction effect of mother tongue teaching strategy, mother tongue and gender on the academic achievement of the students' in mathematics. Based on the findings it is recommended among other things that mother tongue should be employed in the teaching and learning process at junior secondary school level in order to internalize the love for mathematics and make the students mathematics friendly at their age.

In this paper the effectiveness of integrative teaching method on senior secondary school students' attitude towards where examined. The sample was made up of eighty (80) SS2 students selected from two intact classes from different schools, where one served as experimental group and the other control group. Mathematics Attitude Scale was used to collect data on the attitude of the students alongside the treatment package for the experimental group and conventional approach for the control group. Data collected were analyzed using ANCOVA and results showed that integrative teaching method had significant effect on the attitude of students towards mathematics in the senior secondary school while gender and the interaction effect between gender and treatment had no significant effect on the attitude of students towards mathematics.It is concluded that the treatment is of main significant to the positive attitude of students towards Mathematics, therefore it is recommended among others that teachers and other stake holders should ensure the appropriate use of integrative teaching approach to bring about positive attitude of students towards Mathematics.

Mathematical analysis of Onchocerciasis Disease, is the analysis of a mathematical model of an Onchocerciasis Disease which is also known as river blindness cause by a parasite,the model is solve using Adomian Decomposition Method and determining the existence and uniqueness of the model, the graph are drawn and discussed.the conclusion and recommendation are stated to make the study more robust and objective.