This study was designed to identify the determinants of mathematics-related career choice among s... more This study was designed to identify the determinants of mathematics-related career choice among senior secondary school students in Makurdi metropolis, Benue State, Nigeria. It explicitly focused on parents influence, academic ability, peer group influence, influence of various teaching methods employed in teaching mathematics, students' interest, gender differences and role models influences as basic determinants of mathematics-related career choice. A survey research design was employed for the study, with the researcher developed Students Career Determinant Questionnaire-SCDQ (Cronbach Alpha Coefficient = 0.82) administered to a sample of 125 senior secondary school students who want to major in mathematics-related careers. These students were drawn randomly from five different secondary schools chosen via stratified random sampling in Makurdi metropolis, Benue State, Nigeria. Mean and standard deviation were used to answer the research questions. Analysis of the data obtained from the SCDQ revealed that parents have a huge influence on senior secondary school students' choice of career even if the careers of such parents may not be mathematics inclined and the parents may not insist or suggest that their students major in mathematics related careers. The study also revealed that career choice determinants such as students' academic ability (cluster mean score = 2.73), peer group influences (cluster mean score = 2.69), various teaching methods employed in schools (cluster mean score = 3.05), students interest (cluster mean score = 2.89), gender differences (cluster mean score = 2.64) and role model influences (cluster mean score = 2.68), all have positive high influences on mathematics related career choice decisions of students. The results indicated that the various teaching methods employed in schools have the highest influence on mathematics-related career
This work is concerned with the design of a single-user-mode computer-based examination system. I... more This work is concerned with the design of a single-user-mode computer-based examination system. It focused on trends in online computer-based examination and carried out a critical review of current paper-based test systems employed in Senior Secondary Schools in Nigeria. An alternative system to provide solutions to the current
Training programmes in Nigeria at secondary school level concentrated more on foreign knowledge w... more Training programmes in Nigeria at secondary school level concentrated more on foreign knowledge without considering the various cultures and traditions of the different tribes that make up these secondary schools. This paper therefore examined the effect of ethnomathematics on Junior Secondary School students' achievement and retention in geometry in Benue State, Nigeria: a corona virus pandemic case study. Quasi-experimental of non-equivalent control group design was adopted in this study. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The 25-item Geometry Achievement Test (GAT) was used for data collection. The instrument was administered to 30 students for trial testing and subjected to test re-test reliability estimate to obtain the reliability coefficient of 0.71. Simple random sampling was adopted to select two schools out of the 35 Junior Secondary School two (JSS2) students' population of 7242. Intact classes from the two schools were purposively selected to obtain a sample of 137 JSS2 students and were randomly assigned to experimental (N=72) and control (N=65) groups. The experimental group was handled by the informal school research assistants while the usual class teachers handled the control group via radio in line with corona virus (Covid 19) safety guide lines. Students were pre-tested to ascertain initial entry point, after six weeks post-test was administered to the two groups for achievement and two weeks later the retention test was carried out. Mean and standard deviation were used to answer the research questions, while the Analysis of Co-variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings from the statistical analysis showed, significant difference on achievement (F1,136 =711.461) and retention (F1,136 =2.923) of students' in favour of those taught geometry with ethnomathematics compare with those taught with the lecture method.
In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievem... more In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievement of students in the concept. Could it be that an appropriate teaching strategy is not used in teaching the concept to the students? This quasi-experimental research design was carried out using non-randomised pretest and posttest group. To ascertain the achievement of high school students using mathematical software in geometry class. David kolb's experiential theory of learning was used as an underpinning theory. From the total of 12,308 high school students in Benue state Nigeria, 457 sample was drawn for the study. Test of hypotheses was done using Analysis of Covariance (ANCOVA) at 0.05 level of significance, whereas Mean and Standard Deviation were used to answer the questions in the research. The findings of the research show that students in the experimental group outperformed those in the control group, with a Mean score of 68.94 versus 58.45. The study findings also showed a statistically difference in the achievement and there were no gender disparities in both groups. The study concluded that mathematical softwares improved students' achievement, hence, recommended that teachers should adopt mathematical software in the teaching of geometrical constructions and other mathematical concepts for students' high achievement.
Journal of Global Research in Education and Social Science, 2021
The study investigated how the use of GeoEnZo software invigorated Secondary School (SS1) student... more The study investigated how the use of GeoEnZo software invigorated Secondary School (SS1) students' interest in Geometry. The study was carried out in Benue State-Nigeria. The design of the study was quasiexperimental of non-randomized pre-test post-test control group. The sample comprised 457 out of 12,308 SS1 students in 308 Government Grant Aided secondary schools in Benue State, Nigeria. Three research questions and Three hypotheses guided the study. The instrument used for data collection was Geometry Interest Inventory (GII). The instrument was duly validated by four experts in Mathematics Education and one expert in Measurement and Evaluation of the Federal University of Agriculture, Makurdi. The reliability coefficients of GII was calculated to be 0.96 using Cronbach Alpha. Data were collated and analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The research questions were answered using the Mean and Standard Deviation and the research hypotheses tested at 0.05 level of significance using ANCOVA. Results revealed that students in the experimental group manifested greater interest in geometry taught than those in control group. The study also revealed improvement in interest (0.00 < 0.05) as been statistically significant. The experimental group revealed no gender differences in the levels of interest in Geometry concepts they were exposed to. It was therefore recommended among others, that teachers should use GeoEnZo in the teaching of Geometry as well as other Mathematics concepts.
This study was designed to identify the determinants of mathematics-related career choice among s... more This study was designed to identify the determinants of mathematics-related career choice among senior secondary school students in Makurdi metropolis, Benue State, Nigeria. It explicitly focused on parents influence, academic ability, peer group influence, influence of various teaching methods employed in teaching mathematics, students' interest, gender differences and role models influences as basic determinants of mathematics-related career choice. A survey research design was employed for the study, with the researcher developed Students Career Determinant Questionnaire-SCDQ (Cronbach Alpha Coefficient = 0.82) administered to a sample of 125 senior secondary school students who want to major in mathematics-related careers. These students were drawn randomly from five different secondary schools chosen via stratified random sampling in Makurdi metropolis, Benue State, Nigeria. Mean and standard deviation were used to answer the research questions. Analysis of the data obtained from the SCDQ revealed that parents have a huge influence on senior secondary school students' choice of career even if the careers of such parents may not be mathematics inclined and the parents may not insist or suggest that their students major in mathematics related careers. The study also revealed that career choice determinants such as students' academic ability (cluster mean score = 2.73), peer group influences (cluster mean score = 2.69), various teaching methods employed in schools (cluster mean score = 3.05), students interest (cluster mean score = 2.89), gender differences (cluster mean score = 2.64) and role model influences (cluster mean score = 2.68), all have positive high influences on mathematics related career choice decisions of students. The results indicated that the various teaching methods employed in schools have the highest influence on mathematics-related career
This work is concerned with the design of a single-user-mode computer-based examination system. I... more This work is concerned with the design of a single-user-mode computer-based examination system. It focused on trends in online computer-based examination and carried out a critical review of current paper-based test systems employed in Senior Secondary Schools in Nigeria. An alternative system to provide solutions to the current
Training programmes in Nigeria at secondary school level concentrated more on foreign knowledge w... more Training programmes in Nigeria at secondary school level concentrated more on foreign knowledge without considering the various cultures and traditions of the different tribes that make up these secondary schools. This paper therefore examined the effect of ethnomathematics on Junior Secondary School students' achievement and retention in geometry in Benue State, Nigeria: a corona virus pandemic case study. Quasi-experimental of non-equivalent control group design was adopted in this study. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The 25-item Geometry Achievement Test (GAT) was used for data collection. The instrument was administered to 30 students for trial testing and subjected to test re-test reliability estimate to obtain the reliability coefficient of 0.71. Simple random sampling was adopted to select two schools out of the 35 Junior Secondary School two (JSS2) students' population of 7242. Intact classes from the two schools were purposively selected to obtain a sample of 137 JSS2 students and were randomly assigned to experimental (N=72) and control (N=65) groups. The experimental group was handled by the informal school research assistants while the usual class teachers handled the control group via radio in line with corona virus (Covid 19) safety guide lines. Students were pre-tested to ascertain initial entry point, after six weeks post-test was administered to the two groups for achievement and two weeks later the retention test was carried out. Mean and standard deviation were used to answer the research questions, while the Analysis of Co-variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings from the statistical analysis showed, significant difference on achievement (F1,136 =711.461) and retention (F1,136 =2.923) of students' in favour of those taught geometry with ethnomathematics compare with those taught with the lecture method.
In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievem... more In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievement of students in the concept. Could it be that an appropriate teaching strategy is not used in teaching the concept to the students? This quasi-experimental research design was carried out using non-randomised pretest and posttest group. To ascertain the achievement of high school students using mathematical software in geometry class. David kolb's experiential theory of learning was used as an underpinning theory. From the total of 12,308 high school students in Benue state Nigeria, 457 sample was drawn for the study. Test of hypotheses was done using Analysis of Covariance (ANCOVA) at 0.05 level of significance, whereas Mean and Standard Deviation were used to answer the questions in the research. The findings of the research show that students in the experimental group outperformed those in the control group, with a Mean score of 68.94 versus 58.45. The study findings also showed a statistically difference in the achievement and there were no gender disparities in both groups. The study concluded that mathematical softwares improved students' achievement, hence, recommended that teachers should adopt mathematical software in the teaching of geometrical constructions and other mathematical concepts for students' high achievement.
Journal of Global Research in Education and Social Science, 2021
The study investigated how the use of GeoEnZo software invigorated Secondary School (SS1) student... more The study investigated how the use of GeoEnZo software invigorated Secondary School (SS1) students' interest in Geometry. The study was carried out in Benue State-Nigeria. The design of the study was quasiexperimental of non-randomized pre-test post-test control group. The sample comprised 457 out of 12,308 SS1 students in 308 Government Grant Aided secondary schools in Benue State, Nigeria. Three research questions and Three hypotheses guided the study. The instrument used for data collection was Geometry Interest Inventory (GII). The instrument was duly validated by four experts in Mathematics Education and one expert in Measurement and Evaluation of the Federal University of Agriculture, Makurdi. The reliability coefficients of GII was calculated to be 0.96 using Cronbach Alpha. Data were collated and analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The research questions were answered using the Mean and Standard Deviation and the research hypotheses tested at 0.05 level of significance using ANCOVA. Results revealed that students in the experimental group manifested greater interest in geometry taught than those in control group. The study also revealed improvement in interest (0.00 < 0.05) as been statistically significant. The experimental group revealed no gender differences in the levels of interest in Geometry concepts they were exposed to. It was therefore recommended among others, that teachers should use GeoEnZo in the teaching of Geometry as well as other Mathematics concepts.
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Papers by Dr. Terungwa J Age