Science and Technology Education

ABSTRACT

The study was carried out to investigate influence of gender and self-concept on senior secondary school students’ achievement in mathematics. 150 senior secondary school one students (male=96, female=54) were used for the study. This study adopted a survey design, 150 students were purposively selected based on stratified random sampling technique from three senior secondary schools in Yaba Local Council Development Area of Lagos State, Nigeria. In this study, mathematics achievement tests covering scheme of work for senior secondary school one (SSS1) and Students’ Self-concept Scale were used as measuring instrument. Data were collected using a 20-item self-concept questionnaire and a 20-item multiple-choice Mathematics Achievement Test, and analyzed using an independent t-test, One-way analysis of variance (ANOVA), tested at 0.05 level of significance. The results showed that there was no significant effect of gender on the achievement of students’ in Mathematics. There was no significant effect of self-concept on the achievement of students in mathematics. More so there was no significant interaction effect of gender and self-concept on students’ achievement in mathematics. Based on the findings, the study recommended that teachers should develop their students’ positive self-concept towards Mathematics and pleasant teaching experiences to enhance higher self-concept and better achievement in mathematics.
Keywords: Mathematics achievement, self-concept, gender.

A research into the  nitty-gritty and reasons beyond the four walls why students encounter difficulty in conic sections in mathematics especially in the senior secondary school 3 class of some selected schools around Yaba environ in Mainland Local Govt. Lagos-state, Nigeria.

This study investigated the effect of personalized print-based instruction on the achievement and self-efficacy regarding mathematics word problems of 320 senior secondary students in Nigeria. The moderator effect of gender was also examined on independent variable (personalization) and dependent variables (mathematics word problem achievement and self-efficacy). The t-test statistic was used to analyse the data collected for the study. The results showed that significant differences existed in the mathematics word problem achievement and self-efficacy beliefs of personalized and non-personalized groups, male and female personalized groups and male and female non-personalized groups.

This study dealt with the development and factorial validation of a students' evaluation of teaching effectiveness scale in mathematics (SETES-M) which could be used to evaluate Nigerian Secondary Schools mathematics teachers' teaching effectiveness. The effect of SETES-M on achievement in mathematics was also considered. In its final form, the 60-item SETES-M is a 4-point Likert rating scale containing seven sub-scales. The construct validity of SETES-M was assessed and judged as adequate using factor analysis. Item loadings of 0.36 or above on seven principal factors were recorded. The internal consistency estimate of the sub-scales using Cronbach coefficient α ranged from 0.70 to 0.84 while the overall internal consistency estimate for SETES-M was 0.77. Students' evaluation of teaching effectiveness factors accounted for 49.4% of the variance in mathematics achievement. The seven factors made significant relative contributions to the variance of students' achievement in mathematics and were found to be good predictors of achievement in mathematics.

Introducción. La investigación sobre la estructura factorial de la Escala de Dominios de la Creatividad ha sido abundante hasta ahora . El propósito de este estudio fue probar la validez de las Esclas Kaufman de la Creatividad en una muestra de estudiantes de ciencia y tecnología, y matemáticas de pregrado nigeriana .Método. Análisis factoriales exploratorios y confirmatorios se realizaron en las respuestas de los profesores de matemáticas de 337 alumnos de pregrado de ciencia y tecnología. Que contestaron a los dominios de la Escla Kaufman de Creatividad .Resultados. Los resultados de ambos análisis apoyaron la estructura de cinco factores de los Dominios Kaufman de la Escla de Creatividad Escala: académica, de rendimiento (que abarca la escritura y la música) mecánica/científico, auto-percepción y Artístico. La validez de constructo de los dominios de la Escala Kaufman recibió el apoyo de sus relaciones con el inventario de los cinco grandes en formas que fueron predichas por la t...