Papers by ADENEYE O L A R E W A J U AWOFALA
International journal of innovation in science and mathematics education, May 28, 2024
Learning engagement is a multifactorial paradigm that predicts content achievement. Yet, learning... more Learning engagement is a multifactorial paradigm that predicts content achievement. Yet, learning engagement is rarely assessed in conjunction with mathematics. Therefore, this study explored a survey of learning engagement as a predictor of students' performance in mathematics. A stratified random sampling technique was used to choose a sample of 1200 senior secondary school students from 40 senior secondary schools across the six education districts of Lagos state in Nigeria. A valid and reliable Mathematics Engagement Questionnaire (MEQ, Cronbach alpha=0.81) was used in collecting primary data related to learning engagement while secondary data related to end-of-year examination grades were collected from school records and were used to measure performance in mathematics. The results showed that there were significant associations among behavioural, affective and cognitive engagement, and performance in mathematics. In addition, affective engagement was the greatest contributor to variance in performance in mathematics (β=0.935, p<0.001), and this was trailed by behavioural engagement (β=0.722, p<0.001), and the least contributor to performance in mathematics was cognitive engagement (β=-0.521, p<0.01). It is the suggestion of this study that stakeholders in mathematics education should articulate policies and curricula that allow the development of cognitive, behavioural and affective engagement in order to increase and sustain students' performance in mathematics.
Digital education review, Dec 29, 2023
The study investigated the perception of primary and junior secondary mathematics teachers on the... more The study investigated the perception of primary and junior secondary mathematics teachers on the new nine-year basic education mathematics curriculum in Nigeria. A descriptive survey design was adopted for the study and the participants were two hundred experienced mathematics teachers in forty public primary schools and twenty junior secondary schools in Calabar Municipality and Calabar North Local Government Areas of Cross River State, Nigeria. One instrument tagged "perception of teachers of the new basic education mathematics curriculum'' was used for data collection. The results showed that teachers' perception of the new nineyear basic education mathematics curriculum was high and their perceptions were neither gender sensitive nor academic qualification specific. However, teachers showed a high degree of ownership of the content of the new basic education mathematics curriculum despite their lack of necessary training in the principles underpinning the curriculum.
International Journal on Teaching and Learning Mathematics, Nov 14, 2022
The study investigated the components of attitudes towards mathematics among 1500 senior secondar... more The study investigated the components of attitudes towards mathematics among 1500 senior secondary school students from 20 coeducational public schools in Lagos State of Nigeria using the quantitative research method within the blueprint of the descriptive survey design of an ex-post-facto type. Data collected using the component of attitudes toward mathematics scale (Cronbach alpha coefficient α=0.96) were analysed using the descriptive statistics of frequency count, percentage, mean, and standard deviation and inferential statistics of independent samples t-test and factor analysis. Findings revealed that senior secondary school students' level of components of attitudes toward mathematics was at a moderate level. Components of attitudes towards mathematics scale was a multi-dimensional construct consisting of cognitive, behavioural and affective elements. Gender differences in components of attitudes towards mathematics among senior secondary school students were significant and in favour of the males. Based on this study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate further the confirmatory factor analytic structure of the components of attitudes towards mathematics scale among senior secondary school students.
Electronic Journal of Research in Educational Psychology, Apr 1, 2015
Introduction. Investigation into the factor structure of Domains of Creativity Scale has been on ... more Introduction. Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers. Method. Exploratory and confirmatory factor analyses were performed on the responses of 337 preservice science, technology, and mathematics teachers to the Kaufman Domains of Creativity Scale. Results. Results of both analyses supported the five-factor structure of the Kaufman Domains of Creativity Scale: Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Construct validity of the Kaufman Domains of Creativity Scale was supported by its relationships with the Big Five Inventory in ways that were predicted by theory and consistent with previous research. Coefficient alphas and coefficients of congruence were generally strong. Discussion and Conclusion. The present study provided incremental validity to the multidimensional nature of the Kaufman Domains of Creativity Scale thus reinforcing the five-factor model namely Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Additionally, a Nigerian version of the 50-item Kaufman Domains of Creativity Scale in the three major indigenous languages: Hausa, Igbo, and Yoruba need to created and tested among undergraduate and postgraduate students in Nigerian institutions of higher learning.
The study investigated the effect of problem-based learning (PBL) on senior secondary school stud... more The study investigated the effect of problem-based learning (PBL) on senior secondary school students' beliefs about Further Mathematics in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught with the PBL and 54 in the control group taught using the Traditional Method (TM)). One research instrument tagged Beliefs about Further Mathematics Questionnaire (BFMQ, Cronbach alpha (α)=.86) was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the null hypothesis for the study using an independent samples t-test and analysis of variance. Results 6 showed that participants held strong beliefs about further mathematics and there was a statistically significant difference in the mean post-treatment scores on BFMQ (t=-6.22, p=.000 for t-test) and (F (1,95) =38.49; p<.001 for ANOVA) between students exposed to the PBL and those exposed to the TM, in favour of the PBL group. Based on the results, the study recommended that PBL should be adopted as an instructional strategy for promoting meaningful learning in and enhancing beliefs about further mathematics and efforts should be made to integrate the philosophy of PBL into the preservice teachers' curriculum at the teacher-preparation institutions in Nigeria.
PedActa
No doubt the internet has become a globally recognized conduit for information trading and schmoo... more No doubt the internet has become a globally recognized conduit for information trading and schmoozing. However, there is a rising case of internet addiction among young adults of which preservice mathematics and social studies teachers are implicated. This study investigated the correlation between preservice mathematics and social studies teachers' internet addiction and their grade point average (GPA). Likewise, the study examined the influence of gender on internet addiction. A descriptive survey research design was implemented in the study with 300 preservice mathematics and social studies teachers and primary data collected with Internet Addiction Test (IAT, Cronbach alpha coefficient=0.92) were analysed using mean, standard deviation, independent samples t-test, Pearson product moment correlation coefficient and simple linear regression analysis. The results showed that preservice mathematics and social studies teachers' internet addiction had statistically significant negative relationship with their GPA. More so, internet addiction contributed significantly to the prediction of preservice mathematics and social studies teachers' GPA. Gender contributed significantly to the prediction of preservice mathematics and social studies teachers' internet addiction. In addition, there was a significant influence of gender on preservice mathematics and social studies teachers' internet addiction with males showing higher internet addiction than their female counterparts. In line with the above findings, it was recommended that preservice mathematics and social studies teachers should lower their usage of internet and follow examples of good usage of internet technology to improve their scholastic achievement in the university.
Jurnal Pendidikan Progresif
An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and M... more An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in SouthWest Nigeria. Objectives: The present study assessed google classroom reception and usage among preservice Science, Technology, and Mathematics (STM) teachers in southwest Nigeria. Methods: The participants were 480 preservice STM teachers purposively selected from four universities in southwest Nigeria within the blueprint of a correlational survey research design. Data analysis was carried out using mean, standard deviation, Pearson product moment correlation coefficient and multiple regression analysis at 5% level of significance. Findings: Results showed that 94.1% of the variance in preservice STM teachers' actual use of google classroom was accounted for by a combination of attitude towards use, perceived ease of use, perceived usefulness, and behavioural intention to use google classroom. Conclusion: Conclusively, STM teachers' educator should promote the adoption and utilization of google classroom among the preservice STM teachers to increase their reception of google classroom for instructional purposes.
Nigerian Online Journal of Educational Sciences and Technology, Apr 1, 2021
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Nigerian Online Journal of Educational Sciences and Technology, Mar 19, 2021
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Introduction. The stability of the achievement goal orientation across different contexts has bee... more Introduction. The stability of the achievement goal orientation across different contexts has been a source of further research since the new millennium. Through theoretically-driven and empirically-based analyses, this study investigated the psychometric properties of the Elliot and McGregor 2×2 framework for achievement goal questionnaire within a communal context. Method. Based on classical test theory, the present study attempted to explore the stability of the 2×2 framework for Achievement Goal Questionnaire (AGQ) using exploratory factor analysis involving the principal components extraction with orthogonal and oblique rotations. Results. Results support the factor structure of the 2×2 achievement goal framework in the collectivist culture context. Discussion. The present study provides evidence that suggests that achievement goal construct as measured by AGQ, appears to be culturally and contextually invariant thus reinforcing the four-factor model namely mastery-approach, performance-approach, masteryavoidance, and performance-avoidance in domain specific context. Future research should focus on determining the psychometric properties of the 2×2 achievement goals in Mathematics Education Questionnaire and Science Education Questionnaire using both the classical test theory and modern item response theory to refute or generalise existing results.
Acta Didactica Napocensia, 2017
The study investigated mathematics cognitive failures as related to mathematics anxiety, gender a... more The study investigated mathematics cognitive failures as related to mathematics anxiety, gender and performance in calculus among 450 preservice teachers from four public universities in the South West geopolitical zone of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analyzed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that mathematics cognitive failure assessed by the mathematics cognitive failures questionnaire was a multi-dimensional construct (lack of concentration, motor function, memory, and distractibility). Mathematics anxiety level differences in cognitive failures in mathematics and performance in calculus among preservice teachers were significant. Cognitive dimension of mathematics anxiety, gender, affective dimension of mathematics anxiety, lack of concentration and motor function dimensions of mathematics cognitive failures made statistically significant contributions to the variance in preservice teachers' performance in calculus. Based on this baseline study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate whether mathematics cognitive failures could be responsible for students' errors committed when solving problems in mathematics.
IJIE (Indonesian Journal of Informatics Education), 2020
Are the keyboards weightier than the biros? This question is the focus of the present study in wh... more Are the keyboards weightier than the biros? This question is the focus of the present study in which the investigation of the modes of testing in mathematics (computer-based testing-CBT and paper-based testing-PBT) was carried out using mathematics achievement and mathematics anxiety as dependent measures. Through a pre-test post-test experimental research, the study tested two null hypotheses at 0.05 level of significance using an independent samples t-test. The study lasted for four weeks in two Nigerian senior secondary schools. Results showed that there was no statistically significant difference between the mean mathematics achievement scores of students tested by the computer-based test and the paper-based test. Also, there was no significant difference between the mean mathematics anxiety scores of students tested by the computer-based test and the paper-based test. The implication of these results is that assessing students using the two modes showed no variations in their a...
ABACUS: Journal of the Mathematical Association of Nigeria, 2020
The world awoke to a global biological threat in December 2019, which has since changed the cours... more The world awoke to a global biological threat in December 2019, which has since changed the course of human relationships across continents. The reality of this is also felt in the educational sector at all levels and has brought about new norms. In rising to the occasion, experts seek the safety of human lives and continuously advocate for an unprecedented shift to online learning to stem the tide of the disease while keeping up with instructional demands. To fit into these new demands, mathematics instruction has to adopt technology-mediated content. This necessitated the study on the usage and preference of online mathematics learning among 361 undergraduates in SouthWestern Nigerian tertiary institutions before and during the lockdown imposed by the pandemic. The study embraced both quantitative and qualitative inquiry using an online researchers-made survey instrument to gather data. Frequency, percentages, mean and standard deviation were adopted for descriptive statistics while paired sample test and independent samples t-test were employed for inferential statistics. Qualitative data were categorised into themes and analysed. Findings from data analysis revealed that a little above one-fifth of the undergraduates preferred online learning of mathematics to the conventional approach. A significant difference was found in students' usage of online mathematics learning before and during the lockdown in favour of usage ahead of the lockdown. The disparity between male and female preference for online mathematics learning was found to be insignificant. Among others, the study suggested that the government should liaise with communication firms to sponsor tertiary students' data subscriptions in addition to the adoption of blended learning which could serve as a gradual inclination for optimal learning of mathematics online.
Acta Didactica Napocensia, 2017
The study investigated attitudes towards computer and computer self-efficacy as predictors of com... more The study investigated attitudes towards computer and computer self-efficacy as predictors of computer anxiety among 310 preservice mathematics teachers from five higher institutions of learning in Lagos and Ogun States of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed that attitude toward computer assessed by the attitudes towards computer scale was a multi-dimensional construct (affective, perceived usefulness, behavioural intention and perceived control component). Gender differences in attitude toward computer and computer anxiety among preservice mathematics teachers were significant. Affective component, computer self-efficacy, perceived control component, and perceived usefulness component made statistically significant contributions to the variance in preservice mathematics teachers' computer anxiety. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety, so that positive e-learning experiences can be created for preservice teachers.
The study investigated the effect of problem-based learning (PBL) on senior secondary school stud... more The study investigated the effect of problem-based learning (PBL) on senior secondary school students' beliefs about Further Mathematics in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 stu- dents participated in the study (42 in the experimental group taught with the PBL and 54 in the control group taught using the Traditional Method (TM)). One research instrument tagged Beliefs about Further Mathematics Question- naire (BFMQ, Cronbach alpha (α)=.86) was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the null hypothesis for the study using an independent samples t-test and analysis of variance. Results
Jurnal Pendidikan Matematika (Kudus)
Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) a... more Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students’ achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statis...
International Journal of Pedagogy and Teacher Education, 2020
Evidence suggests strong support for innovative teaching approaches in mathematics intervention i... more Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0...
IJIE (Indonesian Journal of Informatics Education), 2020
Nomophobia and smartphone addiction are behavioural disorders that are maladaptive and affect 21s... more Nomophobia and smartphone addiction are behavioural disorders that are maladaptive and affect 21st-century digital natives anywhere, everywhere. This study investigated nomophobia as a predictor of smartphone addiction among Nigerian pre-service mathematics teachers within the framework of quantitative methodology of non-experimental correlational research design. The participants consisted of 300 pre-service mathematics teachers randomly selected from the Department of Science and Technology Education, University of Lagos, Nigeria. Four research questions were answered in the study using the statistical tools of frequency, percentage, mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis. Results showed that majority of the pre-service mathematics suffered from nomophobia and smartphone addiction. There was a positive relationship between smartphone addiction and nomophobia and nomophobia was a significant predictor of smartphone...
Digital Education Review, 2020
Internationally, proliferation of digital technologies in classrooms has produced digital distrac... more Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-servic...
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Papers by ADENEYE O L A R E W A J U AWOFALA