Dr. IJEH SUNDAY
Publication Title Developing a Theoretical Model for Investigating the Mathematics and Science Teachers’ PCK in South Africa and Zimbabwe
Publication Type journal
Publisher E-ISSN 2039-2117 ISSN 2039-9340 Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 4 No 14 November 2013
Paper Link 0.5901/mjss.2013.v4n14p473
Publication Authors Ijeh, Sunday B University of South Africa ijehsb@unisa.ac.za Nkopodi N. Nkopodi
Year Published 2013-11-11
Abstract This paper presents a theoretical framework comprising components of teacher knowledge that can render effective learner
understanding of mathematical and science concepts. Twelve mathematics teachers at the secondary school level were
selected from both countries on the basis of their school consistent good performance for at least three years. The study
adopted a qualitative research method. The data on the teachers’ PCK were collected through lesson observations,
questionnaires, interviews, video recordings, teachers’ written reports, and document analyses. An iterative coding and
categorisation were used to identify the emerging theme of the study. The result of the study shows that the emerging theme
that form the framework can inform mathematics and science instruction to balance the ternary relationship between
curriculum content, learners and teacher quality in terms of pedagogical practice. The framework was found promising in either
study but a more conclusive evidence will be given after a planned longitudinal study.
Publication Title The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria
Publication Type journal
Publisher International Journal of Learning, Teaching and Educational Research Vol. 20, No. 12, pp. 35-48, December 2021 https://doi.org/10.26803/ijlter.20.12.3 Received Sep 18, 2021; Revised Nov 29, 2021; Accepted Dec 05, 2021
Paper Link https://doi.org/10.26803/ijlter.20.12.3
Publication Authors Sunday Bomboi IJEH, Onoriode Collins POTOKRI
Year Published 2021-12-05
Abstract This small sample study was conducted to investigate the
impact of teaching practice on female students’ preparation for
mathematics teacher education programme. The design adopted was a
descriptive survey research design. A sample of 30 female students was
selected from 50 students who have participated in teaching practice
programme for the degree programme at Delta State University, Abraka,
Nigeria. Data were collected through closed-ended and open-ended
questionnaires administered to the sampled students, and teaching
practice supervisors, co-coordinators, and heads of Departments from the
school where the students did their teaching practice respectively. The
data were analysed using descriptive statistics and by categorising the
responses of the participants according to the theme of the study. The
findings include, amongst others that teaching practice beyond
enhancing the students’ preparation for mathematics education
programme, it helps female students to develop more interest and
confidence in studying and teaching mathematics. Following the
findings, recommendations for mathematics teacher education
programme were made. It was recommended amongst others, that there
is need to continue to use teaching practice programme to prepare pre-
service teachers in mathematics education.
Publication Title Analysis of David's Classroom Practice: In Search of Teacher-Demonstrated Pedagogical Content Knowledge in Statistics Teaching
Publication Type journal
Publisher Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy
Paper Link Doi:10.5901/mjss.2013.v4n3p735
Publication Authors S. B. Ijeh
Year Published 2013-09-09
Abstract One of the teacher requirements for improving learners' achievements in mathematics is pedagogical content knowledge
(PCK). Mathematics teachers need to possess adequate PCK in order to conduct efficient and quality classroom practice to
enhance learners' achievement in statistics. But little is known about teacher-demonstrated PCK that could inform the quality of
classroom practice for improving learners' performance in statistics. This article draws on the findings of a study on the PCK
demonstrated by a teacher of statistics. For the purposes of this article, the teacher is referred to as David. Initially six
mathematics teachers were chosen based on their school’s performance over two years in the senior certificate examination in
mathematics. Four were then selected from the results of a conceptual knowledge exercise (CKE) in statistics. Lessons taught
by one of the teachers were used to determine the teacher-demonstrated PCK in statistics. The study adopted a qualitative
research method. The data on teachers’ PCK were collected through lesson observation, questionnaires, interviews, video
recordings, teachers’ written reports and document analysis. The results indicated that the mathematics teachers
demonstrated topic-specific subject matter content knowledge, knowledge of instructional skills and strategies, knowledge of
learners' conceptions and learning difficulties in statistics teaching. It is concluded that an analysis of David's classroom
practice provided us with an opportunity to identify the PCK that he demonstrated during statistics classroom practice.
Publication Title What Instructional Skills and Strategies Do Competent Mathematics Teachers Use in Teaching Statistics in School Mathematics during PCK Development
Publication Type journal
Publisher Int J Edu Sci, 5(4): 363-374 (2013)
Publication Authors S.B. Ijeh1 and G.O.M. Onwu2
Year Published 2013-10-10
Abstract Pedagogical content knowledge (PCK) comprises subject matter, content knowledge, instructional skills and
strategies, conceptions in statistics teaching, and learners’ learning difficulties. This study focuses on the instructional skills
and strategies used for teaching statistics during PCK development. Research findings show that these skills and strategies are
not always apparent. A clear understanding of these skills and strategies, however, would be useful for mathematics teacher
education programmes. Of the six mathematics teachers initially chosen because of their school’s performance over two years
in the senior certificate examination in mathematics, four were selected from the results of a conceptual knowledge exercise
(CKE) in statistics for this study, which adopted a qualitative research method. The data on teachers’ pedagogical knowledge
were collected through a teacher CKE, concept mapping, lesson observation, questionnaire, video recording, teachers’ written
reports and document analysis. The results indicate that competent mathematics teachers used topic-specific instructional skills
and strategies (PCK) in statistics teaching. The implications for mathematics teacher education programmes are also discussed.
Publication Title Using self-regulated learning and Mind maps in enhancing students’ achievement in senior secondary schools Physics in Delta Central Senatorial district
Publication Type journal
Publisher Innovations, Number 68 March 2022
Publication Authors Ovuworie Onoriode Oghenewede, Abamba, Emmanuel Ikechuku (Ph.D), Ijeh, Bomboi Sunday (Ph.D),
Year Published 2022-03-03
Abstract The study investigated the use of self-regulated learning and mind maps in enhancing students’
achievement in Physics in Delta Central Senatorial District of Delta State. Three (3) research
questions and hypotheses guided the study. The study adopted the quasi-experimental design,
specifically the pre-test post-test control group design. The population of the study consisted of
nineteen thousand, four hundred (19,400) SS II Physics students from one hundred and eightyeight (188) secondary schools in Delta Central Senatorial District. The study sampled three
hundred and six (306) SS II Physics students from six (6) intact classes from six (6) public mixed
schools selected using random sampling techniques of “hat and draw” method with replacement.
The instrument for data collection was Physics Achievement Test (PAT) which was face and
content validated. A reliability of the PAT was established using Kuder-Richardson’s formula 21
(K-R-21) which yielded coefficient of 0.86. PAT was used in collecting data to determine students’
achievement. Data obtained were analyzed using descriptive statistics, independent samples ttest, and ANOVA. The results showed that: there was significant difference in the Physics mean
achievement scores among students taught using self-regulated learning, mind maps and lecture
method with students in the mind map group scoring the highest, followed by students in selfregulated learning and lecture method groups respectively; there was no significant difference in
the mean achievement scores of male and female students taught Physics using self-regulated
learning instructional strategy; there was no significant difference in the mean achievement
Innovations
Innovations, Number 68 March 2022
176 www.journal-innovations.com
scores of male and female students taught Physics using mind maps instructional strategy. It was
concluded among others that mind maps is the most effective strategy for teaching and learning
of Physics while self-regulated learning strategy can be used as alternative. It was recommended
that mindmaps strategy should be adopted by Physics teachers for teaching of Physics in
secondary schools and that relevant agencies should train Physics teachers on the effective
implementation of mindmaps.
Publication Title Effect of Gagne’s Learning Hierarchy and Sex on Students’ Achievement, Retention and Attitude towards Physics
Publication Type journal
Publisher International Journal of Academic Pedagogical Research (IJAPR) ISSN: 2643-9123 Vol. 6 Issue 10, October - 2022, Pages: 48-55
Publication Authors BEBENIMIBO, Job (Ph.D.) and DR. IJEH, S. B. (Ph.D)
Year Published 2022-10-10
Abstract The study verified the effects of Gagne’s learning hierarchy and sex on students’ achievement, retention, and attitude in
Senior School Physics in Delta State. The theoretical framework on which the study was anchored is Ausubel’s Cognitive Theory.
The study employed a non-equivalent pre-test post-test quasi-experimental design. Three (3) research null hypotheses were tested
at 0.05 level of significance. A sample size of one hundred and sixteen (116) SS II physics students from three (3) public senior
secondary schools in Delta State was involved. They were taught physics concepts using Gagne’s Learning Hierarchy in the
experimental groups consisted of one hundred and sixteen (116) students. The instruments used were Physics Achievement Test
(PAT) and Physics Students Attitude Questionnaires (PSAQ). The instruments were validated by experts in physics and science
education, with reliability indices of 0.79 for PAT and 0.73 for PSAQ. The data retrieved were analyzed using Mean, Standard
Deviation, and Independent t-test. The findings revealed that Gagne’s Learning Hierarchy was unbiased concerning physics
students’ achievement, retention, and attitude regarding their sex. Assertively, the study stated that using Gagne’s Learning
Hierarchy in teaching senior school physics is appropriate; due to the unbiased learning opportunity it offered the physics learners.
Publication Title Effect of Four Mode Application Technique on Biology Students Retention of Biology Concepts in Secondary Schools in Delta State
Publication Type journal
Publisher International Academic Journal of Education & Literature ISSN Print : 2708-5112 | ISSN Online : 2708-5120 Frequency : Bi-Monthly Language : English Origin : Kenya
Publication Authors Chukwuka Rita Ewere* and Ijeh Sunday Bomboi
Year Published 2022-03-20
Abstract The study examined the effect of four mode application technique on
Biology students’ retention of Biology concepts in secondary schools in Delta
State. The population of the study consisted of all senior secondary school two
(SS2) Biology students in Delta State, with a population of 31, 572. The sample
size of the study was 225 Biology students. Six schools were randomly selected
using withdrawal with replacement approach. The study adopted the pretest posttest
delayed posttest quasi-experimental design. The instrument utilised for data
collection was the Biology Achievement Test (BAT). The collected data was
evaluated by employing mean, standard deviation, independent sample t-test and
Analysis of Variance (ANOVA). The findings of the study are: there is a significant
difference in the mean retention scores of Biology students taught with four-mode
application technique and those taught with lecture method in favour of the 4MAT
group; there is no significant difference in the mean retention of male and female
students taught Biology with 4MAT application technique; there is no significant
interaction effect of method and sex on students’ retention in Biology. It was
concluded that the four-mode application technique has a significant effect on
students retention as it helps students to retain what is being taught/learned. The
study recommends that Biology teachers should use the four-mode (4MAT)
application technique to teach their students to help them retain Biology concepts
taught and teachers should be trained on how to teach using the four-mode (4MAT)
application technique.
Publication Title Exploring the ICT Software for Teaching Mathematics at the Secondary Schools in Nigeria and South Africa
Publication Type journal
Publisher International Journal of Academic Pedagogical Research (IJAPR) ISSN: 2643-9123 Vol. 6 Issue 8, August - 2022, Pages: 139-144
Publication Authors Dr Ijeh Sunday B
Year Published 2022-08-08
Abstract The study explored the Information and Communication Technology (ICT) software for teaching mathematics at the
secondary schools in Nigeria and South Africa. The study adopted descriptive survey design. The population of the study is targeted
at senior secondary schools teachers in Nigeria and South Africa. The sample of the poll comprised 120 teachers teaching in
Nigerian and South African senior secondary schools. Purposive sample was deployed to choose the sample for the investigation.
120 teachers from schools within the Bojanala District in Rustenburg and Delta North Senatorial District were selected. A
questionnaire was used to assemble the data. The instrument's face validity was established by the opinions of three experts. The
instrument's reliability was determined using Cronbach Alpha which yielded a reliability coefficient of 0.80. The information
gathered was evaluated with computed mean statistics. According to the result of the investigation, Geogebra, maple, excel and
word processing software are the widely used ICT softwares to teach mathematics in Nigerian and South African high schools, and
ICT software impact students’ learning positively. The study found that pupils benefit from using Geogebra more than any other
tools in South Africa than in Nigeria where the students prefer to use excel.
Publication Title Comparative Effects of Lecture Method with Advance Organizer (LMAO) and Lecture Method (LM) On Physics Students’ Achievement in Delta North Senatorial District (DNSD)
Publication Type journal
Publisher International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 6 Issue 12, December - 2022, Pages: 332-335
Publication Authors UDUBRAKPOR, Cyril Prince and Dr. S. B. Ijeh
Year Published 2022-12-12
Abstract The study compared the effects of LMAO and LM on the achievement of Physics students in DNSD. This study utilized a
quasi-experimental 2x2 factorial, pre- and post-test planned variation design. Six thousand seven hundred twenty-five SS II Physics
students from Public Secondary Schools in DNSD served as the study’s population. Stratified random sampling was utilized to
sample 222 SS II students. Physics Achievement Test (PAT) was used to collect data. PAT reliability of 0.88, was established using
Kuder-Richardson formula 21. A pretreatment test using PAT was conducted, followed by a posttreatment test. Data acquired were
analysed utilizing mean, standard deviation, t-test, and Analysis of Covariance(ANCOVA). The results showed that: there was a
significant difference between the mean achievement scores of students taught Physics using LMAO and LM, favouring LMAO. It
was concluded that LMAO improves students' achievement in Physics more than LM alone. Thus, it was recommended that Physics
teachers should combine the LM with advanced organizers (AO) since LM cannot be totally eliminated.
Publication Title Effect Of Ethno-Mathematics Using Guided Instruction And Lecture Method On Students’ Attitude Towards Mathematics In Delta State
Publication Type journal
Publisher International Journal of Academic Pedagogical Research (IJAPR) ISSN: 2643-9123 Vol. 6 Issue 8, August - 2022, Pages: 18-22
Publication Authors OYOVWE, Onataghogho Sylvia, Dr. S. B. Ijeh, Prof. O. P. Ajaja
Year Published 2022-08-08
Abstract The study looked at how students' attitudes about mathematics changed as a result of employing guided instruction (EMGI)
and the lecture method (LM) in Delta State. The study used a 2x2 factorial control group quasi-experimental design with pre- and
post-tests. 19, 978 SSII Mathematics students from public secondary schools in Delta State made up the study's population. The
study included 313 SSII students. Data were gathered using the Mathematics Attitude Questionnaire (MAQ). Three experts validated
MAQ. Cronbach Alpha reliability coefficients for MAQ were 0.78. Mean, standard deviation and analysis of covariance (ANCOVA)
were used to analyze the scores. The findings showed that: there was a significant difference between the Mathematics mean attitude
scores of students taught with EMGI and those taught with LM, favouring students who were taught with EMGI; and there was no
significant interaction effect between instructional methods and sex on students' attitude toward mathematics. It was concluded that
EMGI, more than the LM, facilitates students’ positive disposition to learn Mathematics. It was recommended amongst others the
adoption of EMGI in teaching Mathematics at the secondary level of education.
Publication Title THE EFFECTS OF MATHEMATICS ON STUDENTS ACHIEVEMENT IN COMPUTER SCIENCE EDUCATION IN IKA NORTH-EAST LOCAL GOVERNMENT AREA OF DELTA STATE
Publication Type journal
Publisher EKSU Journal of Education
Publication Authors S. B. Ijeh
Year Published 2019-01-01
Abstract The study investigated the effects of mathematics on students’ achievement in computer science
education. The purpose of this study was to review the changes that computer education has benefited
from using mathematics to learn the subject. The population of the study was made up of the entire
senior secondary class one students in Ika North East local government area of Delta. The subject
was drawn from co-educational school who are offering computer science and mathematics. Twenty
(20) teachers, forty (40) males and forty (40) females were selected as sample for the study. The pretest and post-test were face and content validated. The reliability coefficient of the instrument was
0.86.The study revealed that Students taught using computer technology such as computer Assisted
Instruction (CAI) with background knowledge in mathematics performed better than those who were
taught with lecture method and with little or no mathemati,cs background in mathematics,
Publication Title Effects OF CONCEPTUAL CHANGE TEYTS AND CONCEPT MAPPI
Publication Type journal
Publisher Journal of Educational Studies, Vol9 (3) March 2022
Publication Authors Emerhiona, Francis, Dr S.B. ljeh, Prof. O. P, Ajaja
Year Published 2022-03-03
Abstract The study investigated the effect of on students, achievement conceptual change texts and concept mapping in chemistry with emphasis on the mathematica aspect of chemistry.. Three research questions and hypotheses guided the study, which
adopted 3x2pre-test, post-test control group quasi-experimental factorial designs. The population consisted of18,879 students in 473 public schools in Delta State. 328 SSIl chemistry students selected using simple random sampling methods from six
public c0-educational secondary schools in Delta State made up the sample of the
study. Chemistry Achievement Test (CAT) validated by three experts with reliability
values of O.80 was the instruments used for data collection. The data were examined
using t-test, ANOVA and ANCOVA. The findings revealed that there was a
significant difference in the mean achievement scores among students taught
chemistry using conceptual change texts, concept mapping and lecture method, in
favour of conceptual change texts followed with concept mapping and lecture
method; and no significant effect of the interaction of teaching methods (conceptual
change texts, concept mappingand lecture method) and sex on students'
achievenment in chemistry. The study concluded that conceptual change texts and
concept mapping are effective instructional strategies for improving students
achievement in chemistry. The adoption or conceptual change texts and concept
mapping by chemistry teachers in teacning chemistry concepts at the secondary
School level was recommended.
Publication Title Effects of Concrete Manipulative and Lecture Approaches on Mathematics Students’ Academic Achievement in Delta North Senatorial District
Publication Type journal
Publisher International Journal of Education and Evaluation (IJEE) E-ISSN 2489-0073 P-ISSN 2695-1940 Vol 10. No. 2 2024 www.iiardjournals.org
Publication Authors ENUMA, Obielumani Peace Department of Science Education, Faculty of Education, Delta State University, Abraka Dr. S. B. Ijeh Department of Science Education, Faculty of Education, Delta State University, Abraka
Year Published 2024-02-02
Abstract The study examined how using concrete manipulative and lecture approaches impacted students'
achievement in mathematics in Delta North Senatorial District. The study employed a 2x2 factorial
pretest, posttest planned variation quasi-experimental design. 5,813 SSII students made up the
study’s population. The study utilised a sample of 357 students from intact classes in six secondary
schools located in the Delta North Senatorial District. Mathematics Achievement Test (MAT) was
used for data gathering. The MAT's content validity was assessed using a table of specification.
Three specialists did the assessment of facial validity. The construct validity was confirmed
through the evaluation of difficulty and discriminating indicators. The reliability of the MAT was
evaluated using the Kuder-Richardson 21, which produced a reliability coefficient of 0.86. The
administration of the MAT involved two independent phases: pretest and posttest. The collected
scores were using t-tests and ANCOVA. The study found a substantial difference in the average
achievement scores of students who learned mathematics through concrete manipulatives
compared to those who were taught through lectures. The results showed a preference for using
the concrete manipulative method. There was no statistically significant difference in the mean
achievement scores between male and female students who were taught mathematics using
concrete manipulatives. The study found that using concrete manipulatives in mathematics led to
greater improvements in students' achievement compared to traditional lecture-based methods.
Mathematics educators were advised to apply a pedagogical method that incorporates concrete
manipulatives during mathematics teaching.
Publication Title Compliance Level of Junior Staff to Work Ethics in Delta State Tertiary Institutions
Publication Type journal
Publisher International Journal of Social Science and Education Research Studies ISSN(print): 2770-2782, ISSN(online): 2770-2790 Volume 04 Issue 09 September 2024
Publication Authors Rosemary Onyebuchi Osabohien1, Ijeh Sunday Bomboi2, Prof. Egwunyenga Ebele Joyce3
Year Published 2024-09-09
Abstract This study examined compliance level of junior staff to work ethics in Delta state tertiary institutions.
A descriptive survey research design was used to investigate the study. To guide the study, three
research hypotheses were raised. Questionnaire tagged “junior staff compliance to work ethics
questionnaire” was used to collect data needed for the study. The population of the study was made
up of 1,598 junior staff in the selected tertiary institutions out of which a sample of 799 junior staffs
representing 50% made up of male and female junior workers was drawn from the population. Data
collected were analyzed using ANOVA statistical tool to test the stated hypotheses at 0.05 level of
significance. The researcher’s findings revealed that the level of compliance of junior staff to work
ethics is poor in studied tertiary institutions. It is therefore recommended that institution management
should ensure that the work environment for their junior staff is conducive and make available
working equipment/tools, good working conditions, regular promotion and training of junior staff be
organized by institution administrators and heads on the importance of ethical compliance to the
organization for junior workers.
Publication Title EFFECT OF INQUIRY-BASED INSTRUCTIONAL STRATEGY ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MATHEMATICS IN DELTA NORTH SENATORIAL DISTRICT
Publication Type journal
Publisher Benue State University Journal of Education (BSUJE) Vol. 20, No. 2 © 2020 (pp 27-34)
Publication Authors Dr. S. B. Ijeh
Year Published 2020-04-04
Abstract This study focused on the effect of inquiry-based instructional
strategy on students’ interest and achievement in Mathematics.
Quasi-experimental design was adopted for this research. Pre-test
was administered to intact class of both experimental and control
groups. Post-test was also administered to both groups after the
treatment in which the experimental group was exposed to inquiry
based instructional strategy and the control group was taught with
the traditional teaching method. The instruments were validated by
two expert Mathematics educationists and one in measurement and
evaluation. The reliability coefficient of the Mathematics
Achievement Test was 0.80. The result of the study showed that the
inquiry-based instructional strategy improved students’
achievement in Mathematics. The inquiry-based strategy also
helped to arouse the students' interest in the learning of
Mathematics in secondary schools in Delta North Senatorial
District. It was recommended that inquiry-based instructional
strategy should be used to teach Mathematics in secondary school.
Publication Title EFFECTS OF DISCOVERY TEACHING METHOD ON STUDENTS' ACHIEVEMENT IN MATHEMATICS IN SECONDARY SCHOOLS IN DELTA NORTH SENATORIAL DISTRICT
Publication Type journal
Publisher International Journal of Research in Education and Sustainable Development | ISSN: 2782-7666 Vol. 3, Issue 12 (December, 2023) | www.ijaar.org
Publication Authors IGBONEKWU, Nneamaka, S. B. IJEH (Ph.D)
Year Published 2023-12-03
Abstract The study investigated the effects of discovery teaching method on students' achievement in
mathematics in secondary schools in Delta North Senatorial District. Five (5) research
questions were raised and five (5) hypotheses were also formulated for the study. A quasi
experiment design was employed for the study. The population of the study is
28,324Mathematics students in Delta North Senatorial District, Delta State. The sample size
of the study consists of 120 Mathematics SSII students selected from the secondary schools in
Delta North Senatorial District using random sampling techniques. The instruments used for
data collection was Mathematics Achievement Test (MAT). The data collected were subjected
to statistical analysis using mean and standard deviation and Paired Sampled t-test. It was
found that; there is a significant effect of discovery teaching method on students' achievement
in mathematics in secondary schools, there is no significant difference in mean achievement
score between urban and rural secondary school students taught mathematics using
discovery teaching method in secondary schools, there is no significant difference in mean
achievement score of male and female students taught mathematics using discovery teaching
method, there is no significant difference in achievement of male and female students taught
mathematics using discovery teaching method in urban secondary schools and there is no
significant difference in mean achievement score of male and female students taught
mathematics using discovery teaching method in rural secondary schools. Based on these
findings, it is recommended that teachers should expose their mathematics students to
discovery teaching method in order to enhance, promote, motivate and improve students’
interest in mathematic as well as their achievement. Again, Government should provide
facilities for students and teachers to promote discovery teaching method in the teaching and
learning of mathematics in secondary schools.
Publication Title Exploring Teachers' Mathematical Knowledge for Teaching and Its Influence on Students Achievement, Retention and Attitude towards Mathematics in Secondary Schools in Nigeria
Publication Type journal
Publisher International Journal of Social Science and Education Research Studies ISSN(print): 2770-2782, ISSN(online): 2770-2790 Volume 05 Issue 01 January 2025
Publication Authors Ijeh, S. B.1, Dr Akpomedaye, J. F. O.2, Prof Njoseh, I. N.3, Dr Igabari, J. N.4, Dr Enakpoya, E. E.5
Year Published 2025-01-01
Abstract The study explored the influence of teachers’ mathematical knowledge for teaching on students’
achievement, retention and attitude towards mathematics in secondary schools in Nigeria. The
study was guided by three research questions and hypotheses. The study employed correlational
survey research design. The population of the study comprised 3.5 million secondary school
students and 100,000 mathematics teachers from the six geopolitical zones of Nigeria.The sample
size for the study consisted of 500 secondary school students and 100 mathematics teachers,
selected proportionally from each geopolitical zone.The primary research instrument for this
study was a structured questionnaire designed to collect data on teachers' MKT and students'
achievement, retention, and attitude towards mathematics. The content and construct validity of
the instrument was established. The instrument had a reliability value of 0.76 determined using
Cronbach alpha. Data obtained with the aid of the instrument were analysed using coefficient of
determination and Pearson correlation. The results revealed significant positive relationship
between the components of mathematical knowledge for teaching (MKT) and students’
achievement, retention and attitude towards mathematics. The study concluded that teachers'
mathematical knowledge for teaching (MKT)—which encompasses subject matter content
knowledge (SMCK), pedagogical content knowledge (PCK), knowledge of learners’ learning
difficulties (KLD), and understanding of learners’ misconceptions (ULM)—plays a significant
role in shaping students' achievement, retention, and attitude towards mathematics. It was
recommended among others that school administrators should provide regular, targeted training
programs to improve teachers' subject matter content knowledge, pedagogical content
knowledge, and ability to address students' misconceptions, thereby enhancing student
achievement, retention, and attitudes towards mathematics.
Publication Title INFLUENCE OF ON-THE-JOB TRAINING OF BEGINNING TEACHERS (NOVICE) ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS AT SENIOR SECONDARY SCHOOLS IN DELTA STATE
Publication Type journal
Publisher Journal of University of Shanghai for Science and Technology ISSN: 1007-6735
Publication Authors Dr. S. B. Ijeh Department of Science Education, Delta State University, Abraka Prof. I. Njoseh Department of Mathematics, Delta State University, Abraka Dr. J. F. O. Akpomedaye Department of Vocational Education, Delta State University, Abraka Prof. J. N. Igabari Department of Mathematics, Delta State University, Abraka Prof. P. U. Osadebe Department of Guidance and Counseling, Delta State University, Abraka Dr. E. Enakpoya Department of Guidance and Counseling, Delta State University, Abraka
Year Published 2023-05-05
Abstract The study used a correlational survey design with a population of 1,421 teachers to assess the
influence of new teachers' on-the-job training on students' mathematics achievement at senior
secondary schools in Delta State. 370 teachers who were sampled using the stratified random
sampling technique took part in the study. Data collection was carried out via a teacher
questionnaire. The first part contained the demographic variables. The second part contained ten
items which measured teachers’ content knowledge of the subject. The third part contained thirty
items which measured utilisation of resources and the fourth part contained ten items which
measured teachers’ classroom management. Three expert opinions from the Department of
Science Education and Measurement and Evaluation were used to validate the instrument. The
data received from the respondents was examined using Pearson product moment correlation at a
significance level of 0.05. The findings revealed a strong positive correlation between teachers'
subject-matter knowledge, use of instructional resources and classroom management as a result
of on-the-job training and students' mathematics achievement. Therefore, it was recommended
that the Delta State government prioritise on-the-job training for mathematics teachers in order to
improve their subject-matter knowledge, use of instructional resources and classroom
management.
Publication Title Effects of Jigsaw Cooperative Learning Approach and Lecture Instructional Approach on Students’ Retention in Mathematics in Schools in Delta State.
Publication Type journal
Publisher International Journal of Research and Scientific Innovation (IJRSI)
Paper Link https://rsisinternational.org/journals/ijrsi
Publication Authors OMOROH, Peace*, Dr. IJEH, Sunday Bomboi
Year Published 2024-06-29
Abstract The effects of the lecture method and the jigsaw cooperative learning approach on students’ retention of
mathematics was examined in this study. The thirty-nine thousand nine hundred and four (39,904) students
enrolled at Delta State made up the study’s population. Using simple random sampling, two hundred and
forty students made up the sample. The researcher-created mathematics achievement test (MAT) served as
the study’s instrument. It consists of fifty multiple-choice questions that were utilized for the retention test,
pretest, and posttest. A reliability coefficient of 0.84 was obtained using the Kuder Richardson Formula 21
(KR-21) after the validity of the instrument was assessed by three experts in science education. To direct the
investigation, two research questions and hypotheses were presented and developed. The t-test and
ANCOVA were used to test the hypothesis at the 0.05 level of significance, and the mean and standard
deviation were used to answer the research questions. The study’s conclusions showed that: Jigsaw
cooperative learning and lecture methods had a significant effect on students’ retention of mathematics.
Additionally, there was a noteworthy variation in the mean retention. This study concluded that jigsaw
cooperative learning strategy can improve students’ retention of mathematics more than lecture group, and
therefore recommends that the cooperative jigsaw learning approach should be adopted by mathematics
teachers in teaching mathematics in senior secondary school.