Research Interests:
Research Interests:
Chemical process control requires intelligent monitoring due to the dynamic nature of the chemical reactions and the non-linear functional relationship between the input and output variables involved. CSTR is one of the major processing... more
Chemical process control requires intelligent monitoring due to the dynamic nature of the chemical reactions and the non-linear functional relationship between the input and output variables involved. CSTR is one of the major processing unit in many chemical, pharmaceutical and petroleum industries as well as in environmental and waste management engineering. In spite of continuing advances in optimal solution techniques
Research Interests: Engineering, Computer Science, Process Control, Waste Management, Neural Network, and 12 moreANN, Intelligent System, Hybrid Algorithm, Back Propagation Neural Network, Nonlinear system, Chemical Reaction, Continuous stirred tank reactor, Optimal Control Problem, Petroleum Industry, CSTR, Neural Network Model, and Optimal Solution
Research Interests:
The world is thinking much about globalising the nations into a global village. Ideas like globalised economy, global or common currency, and gradual removal of trade tariffs and reduced restriction human movement. Education is believed... more
The world is thinking much about globalising the nations into a global village. Ideas like globalised economy, global or common currency, and gradual removal of trade tariffs and reduced restriction human movement. Education is believed to have a role to play. Globalised curriculum is a thought in the direction that education can enhance globalisation. A dimension in the role of education to support this goal is a unified or global standard of assessment of scholarly publications for staffing and promoting academics in tertiary institutions. Scholarly publication is the life wire of an academic. ‘Publish or perish’ is a common saying among academia particularly in Nigeria. This underscores the importance of publishing research reports in the academia. This paper considered the area of rating and assessing the scholarly publications of the academic. The present rating scales existing among some institutions for the purpose of promotion were discussed. The paper suggested the interna...
Research Interests:
Textbook has been emphasized to be the most important tool in the teaching-learning process of Mathematics. It has been identified as one of the factors affecting students' learning outcomes. Few researches available on textbook rarely... more
Textbook has been emphasized to be the most important tool in the teaching-learning process of Mathematics. It has been identified as one of the factors affecting students' learning outcomes. Few researches available on textbook rarely consider textbook analysis. Many of such have often reported paucity of research on textbooks and further research is thus recommended. This study is one of those on content analysis of Mathematics textbook. The study has provided empirical evidence on the relevance, suitability and adequacy of some recommended Mathematics textbooks in Southwestern Nigeria. Eleven features in the textbooks were analysed directly by the users (teachers). Mathematics teachers were purposively selected from two randomly selected public secondary schools in each of the senatorial districts of all the six states in southwestern geopolitical zone. The study comprised 117 Mathematics teachers as the total respondents from the 36 public secondary schools that were selected for the study. The comparison of the features was in line with the expectations of the Senior Secondary School National Mathematics Curriculum. The features were well provided for in the textbooks. The books were relevant, suitable and adequate in their provisions and capable of bringing forth desirable learning outcomes. The textbooks however, need further provision of Students' Workbook, Teachers' Guide, progressive hierarchy of tasks, multiple and attractive colours. The establishment of Textbook Standard Content Review Panel (TSCRP) was recommended to approve textbooks for school use after proper screening by this body. Years for reprint, re-editing were to be recommended by the committee or panel.
Research Interests:
Textbook will remain germane to instructional process in school programme. It is an essential learning too for students and a teaching tool for teachers. It is one of the areas in which researchers in mathematics education have not fully... more
Textbook will remain germane to instructional process in school programme. It is an essential learning too for students and a teaching tool for teachers. It is one of the areas in which researchers in mathematics education have not fully explored. In Nigeria, the choice of textbooks in school use is based on recommendation by the ministry of education from which list the school head or mathematics teacher adopt for their use. The survey study made a multistage sample of 117 mathematics teachers from 36 secondary schools in southwest Nigeria. A validated eight item instrument with coefficient of reliability of 0.72 was used for data collection. The items solicited information on teachers' perceptions on their adopted mathematics textbooks. It was found that the mathematics teachers prefer their textbooks. The teachers prefer additional or multiple textbooks rather than a change to alternative textbook, i.e. they want multiple textbooks to be used.
Research Interests:
Any needed change in societal norms, beliefs and practices could best be achieved through the school curricula. The curriculum is the centre of formal education without which an academic programme cannot be successfully planed or... more
Any needed change in societal norms, beliefs and practices could best be achieved through the school curricula. The curriculum is the centre of formal education without which an academic programme cannot be successfully planed or implemented. The dynamism of the society or the entire world also dictates the tune of the school curricula. The attainment of any individual in an academic programme is determined by the curriculum. A well branded curriculum package is the only one that can bring about an effective and sustainable development. This is the reason for continual innovation in Nigeria mathematics curriculum. In the light of global challenges, ICT, educational issues and problems, curriculum innovation which can develop critical thinkers have been the missing gaps in the old curriculum practices. The study also considered the needed paradigm shift for mathematics teachers. The teachers need to develop a lifelong learning skill to re-profile their classroom practices so as to meet up with the modern day global challenges
Research Interests:
Experimental research works on mathematics teaching methodology abound. These efforts were to minimize teaching-learning difficulties and poor learning outcomes of the students. Incidentally, most of the ‘beautiful’ research reports have... more
Experimental research works on mathematics teaching methodology abound. These efforts were to minimize teaching-learning difficulties and poor learning outcomes of the students. Incidentally, most of the ‘beautiful’ research reports have not received feedback from users simply because survey research on this is rare. This study filled the gap by examining various teaching methods and strategies been used in the teaching of Mathematics in secondary schools of southwestern Nigeria. An elegant and indirect approach was adopted in doing this. Multistage sampling approach was used to select the 117 mathematics teachers involved in the study. The study gave an empirical evidence that lecture method is commonly used in the teaching of content of Mathematics curriculum due to lack of adequate instructional materials and teachers unskilfulness in the use of other methods and strategies. Recommendations were made on how to get the instructional materials and train the teachers on the use of other effective methods and on the handling of these materials to improve learning outcomes.
Research Interests:
The world is thinking much about globalising the nations into a global village. Ideas like globalised economy, global or common currency, gradual removal of trade tariffs and reduced restriction human movement. Education is believed to... more
The world is thinking much about globalising the nations into a global village. Ideas like globalised economy, global or common currency, gradual removal of trade tariffs and reduced restriction human movement. Education is believed to have a role to play. Globalised curriculum is a thought in the direction that education can enhance globalisation. A dimension in the role of education to support this goal is a unified or global standard of assessment of scholarly publications for staffing and promoting academics in tertiary institutions. Scholarly publication is the life wire of an academic. ‘Publish or perish’ is a common saying among academia particularly in Nigeria. This underscores the importance of publishing research reports in the academia. This paper considered the area of rating and assessing the scholarly publications of the academic. The present rating scales existing among some institutions for the purpose of promotion were discussed. The paper suggested the internationalised or common denomination of assessment in the area of grading and referencing. The benefits of communication with understanding of status, unbiased assessment, erosion of inferiority-superiority complex were argued in favour of internationalised grading standard. These benefits were considered as opportunity for mobility of an academic across international institutions without relegation of status. Implications of internationalisation of assessment in mathematics education were considered appropriate and can be readily adopted because mathematics is universal.
Research Interests:
The economic and social life style in Nigeria at the moment is at a critical stage and undesirable by most members of the society. One of the reasons for this is the weakness in our educational system to bring about the desired change.... more
The economic and social life style in Nigeria at the moment is at a critical stage and undesirable by most members of the society. One of the reasons for this is the weakness in our educational system to bring about the desired change. This is as a result of ineffective pedagogical approaches that are void of soft skills. The situation calls for a desirable change and changing agents. The discourse dovetailed on the fact that mathematics and transformational mathematics teachers are appropriate change agents for national development and sustainable change. The paper traced a brief historical economic, political, social and educational life of Nigeria since inception. It toes the line of many researchers that education is a veritable tool for national development. With mathematics as a core subject in Nigeria education and a pivotal subject in other school subjects and career, it touches every life of the beneficiaries of the educational system. The paper sees the reality of all round change in the nation as a task which depends on classroom mathematics instruction. At the centre of the instruction for change is the transformational teacher whose life and pedagogical activities influence the learner positively. The paper concluded that effective mathematics classroom instruction can bring about affective learning for character and whole life transformation, and that teacher education should endeavour to breed transformational teacher for sustainable change.
Research Interests:
Attitude as a psychological construct has effect on achievement. The attitude of the students can be influenced by the contents and instructional strategies. This study adopted a descriptive survey of the expost–facto type. Four... more
Attitude as a psychological construct has effect on achievement. The attitude of the
students can be influenced by the contents and instructional strategies. This study adopted
a descriptive survey of the expost–facto type. Four independent variables (lesson objectives,
lesson contents, learners’ activities and lesson evaluation) were correlated so as to measure
their composite and relative contributions to the criterion variable (student attitude to
mathematics). Two instruments were used for data collection from 2490 secondary school
students and their 117 mathematics teachers purposively selected from 6 states in
south-west Nigeria. The findings showed that the independent variables are strongly
intercorrelated whereas their joint contribution (2.5%) and relative contributions to the
criterion variable are not significant at 0.05 levels. None of the independent variables could
predict student attitude to mathematics under this study. However, they should be taken
together in similar studies due to the high level of relationship among them. There are many
other variables outside the study that can predict students’ attitude to mathematics. They
should be harnessed and incorporated into further studies.
students can be influenced by the contents and instructional strategies. This study adopted
a descriptive survey of the expost–facto type. Four independent variables (lesson objectives,
lesson contents, learners’ activities and lesson evaluation) were correlated so as to measure
their composite and relative contributions to the criterion variable (student attitude to
mathematics). Two instruments were used for data collection from 2490 secondary school
students and their 117 mathematics teachers purposively selected from 6 states in
south-west Nigeria. The findings showed that the independent variables are strongly
intercorrelated whereas their joint contribution (2.5%) and relative contributions to the
criterion variable are not significant at 0.05 levels. None of the independent variables could
predict student attitude to mathematics under this study. However, they should be taken
together in similar studies due to the high level of relationship among them. There are many
other variables outside the study that can predict students’ attitude to mathematics. They
should be harnessed and incorporated into further studies.
Research Interests:
This study attempted to establish the level of awareness about and implementation of research findings in some aspects of Mathematics Education. Two validated instruments (on teachers' awareness about and their use of research findings)... more
This study attempted to establish the level of awareness about and implementation of research findings in some aspects of Mathematics Education. Two validated instruments (on teachers' awareness about and their use of research findings) were used to collect data from 132 mathematics teachers who had been purposively selected from a random sample of 34 secondary schools in Ibadan metropolis. The findings were that Mathematics teachers are moderately aware of research findings on Mathematics education. There were significant differences between teachers' qualifications in Mathematics and use of research findings on Mathematics testing. Motivation of Mathematics teachers to explore new strategies of teaching and to implement them in their classroom practice is recommended.
Research Interests:
Research and implementation of the findings is vital to teaching and learning. The application of research findings is bedevilled with some barriers which may inhibit the successful application of research findings teaching. The teacher... more
Research and implementation of the findings is vital to teaching and learning. The application of research findings is bedevilled with some barriers which may inhibit the successful application of research findings teaching. The teacher factors (attitude and belief about research applications) and organisational barriers were explored in this study. The study is a descriptive survey comprising of 124 Mathematics teachers purposively selected from twenty randomly selected secondary public and private schools from two Local Government Areas of Ibadan. TBIRF was an adapted barrier scale used for data collection. TBIRF has four sections; A –bio data, B- Teachers/’ attitude, C- Teachers’ belief as barriers to research finding application and section D- the organisational barrier. TBIRF was validated using 30 Mathematics teachers, Each of sections B, C and D had a reliability coefficient r = 0.9. Two research questions and two hypotheses guided the study. The findings showed that teachers’ attitude, teachers’ belief system and organisational barriers do not constitute barrier to application of research findings. There is no significant difference between school type and teachers’ attitude (t= -.297; p= .762), teachers’ belief (t= .468; p= .642). There is a significant difference between school type and organisational barriers (t= 2.138; p= .035). There is no significant difference between male and female teachers’ attitude (t= -.729; p= .468), teachers’ belief (t= .142; p= .889) and organisational barriers (t=.091; p= .928). Teachers’ belief does not constitute a barrier to implementation of research findings in Mathematics Education. The study recommended that Mathematics teachers should be given opportunity to explore research reports and give them free hand to apply these findings.
Mathematics is a subject characterised with abstraction. Many learners in the world dread mathematics. Theoretical approach to teaching and assessment are often adopted with lecture method in most cases resulting to poor learning... more
Mathematics is a subject characterised with abstraction. Many learners in the world dread mathematics. Theoretical approach to teaching and assessment are often adopted with lecture method in most cases resulting to poor learning outcomes. Poor teaching methods have been reported but practical approach of teaching and assessment have rarely been considered and not adopted in classroom activities. This study considered that some concepts could be taught practically and assessed practically to reduce cognitive loading as to usher in learning with fun and without anxiety. PMTTQ questionnaire containing ten mathematics concepts that could be taught practically (section B) and the same ten items that could be tested practically (section C) were administered among mathematics stakeholders which include mathematics teachers and mathematics educators. A sample size of 42 was randomly selected from the mathematics stakeholders (excluding students) who were participants of M.A.N conference. Above 65% were of the opinion that all these concepts are better taught through practical approach, above 52% opined that these same concepts are better assessed in a practical way. There is significant difference between concepts that can be taught practically and those that can be assessed practically. There is a gap between their opinion on the concepts that can be taught and tested through practical approach. The stakeholders needed to be shown and convinced on the possibility of practical assessment of these concepts.
This study investigated the relationship among school principal’s leadership characteristics, perceived effective school culture and student’s achievement in Mathematics as measured by the secondary school teachers in Ikorodu Local... more
This study investigated the relationship among school principal’s leadership characteristics, perceived effective school culture and student’s achievement in Mathematics as measured by the secondary school teachers in Ikorodu Local Government area of Lagos State. Descriptive survey research design was employed in the study. A simple random sampling technique was used to select the sample. Four research questions raised were answered and two hypotheses formulated were tested at 0.05 significant level. Data for the study were collected using a self-developed questionnaire on teacher’s perception about their school Administrator’s Leadership Style and teacher’s opinion about their school culture. Mathematics Achievement Test (MAT) comprised of multiple choice questions was administered to 120 SS1 students which were purposely selected from the schools. The 120 teachers were selected by proportionate sampling technique. Data generated from the instruments were analysed using descriptive statistics, Multiple Regression and Pearson correlation statistics. The findings revealed that principal’s administrative style affect school culture but it has no significant relationship with students’ achievement in Mathematics. Based on the findings, it was recommended that school principals seeking to improve students’ achievement in Mathematics should focus on improving the school culture by getting the relationship right between themselves, their teachers, parents and environment that will make Mathematics an interesting subject to teach and learn.
Conventional teaching method is often used in our classrooms but always end up in poor achievement. Mobile technologies have great potential for facilitating more innovative learning approach. This approach in educational methods will... more
Conventional teaching method is often used in our classrooms but always end up in poor achievement. Mobile technologies have great potential for facilitating more innovative learning approach. This approach in educational methods will likely not only help subject content learning, but may also facilitate the development of communication, problem-solving, creativity and other high-level skills among students. Despite the proposed advantages of mobile technology in teaching and learning, researchers have found mixed results regarding the effects of the usage of mobile devices for academic purpose This study considered the effect of mobile technology on students’ learning outcomes in mathematics. A pretest posttest control quasi-experimental design was adopted. Three federal government colleges in Lagos were purposively selected following the pattern of their gender; boys only, girls only and one coeducational. Five SSI students were purposively selected from each of the single sex schools and ten (five boys and five girls) were randomly selected from the mixed school. The single schools were assigned to the experimental group while the coeducational school was assigned to the control group. Two validated instruments Mathematics Achievement Test on Trigonometry (MATT, r=.75) and Students’ Attitudes Questionnaire on Mathematics (SAQM) were used to collect data. Two research hypotheses were formulated. The data was analysed using Analysis of Covariance (ANCOVA). There was no significant effect of mobile learning on students’ learning outcomes however, students exposed to mobile learning (mean=14.673) achieved higher than their counterpart in conventional method (mean=12.327). Mobile learning approach is better than conventional method. This study recommended that education should be beyond the four walls of classrooms. Educators need to be convinced that mobile learning is effective and will benefit them in the delivery of instruction. Technology in instruction and how to use it should be communicated to educators so that they can see the benefits of using mobile technology in instruction.