Browsing by Author "Akanmu, M. A."

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    MATHEMATICAL CONCEPTS PRE-TEACHING STRATEGY AS PREDICTOR OF SENIOR SCHOOL STUDENTS PHYSICS PERFORMANCE IN ILORIN, NIGERIA
    (College of Education, Al-Hikmah University, Ilorin., 2015-11) Badmus, Olalekan T.; Akanmu, M. A.; Akanbi, A. O.
    Students’ performance according to scholars often follow a given pattern and that the principle of individual differences is further reflected in variations that exist in individual ability. Thus, students’ performances in related subjects from empirical evidences may follow the same pattern. This study, therefore investigated predictive effects of the mathematical concepts pre-teaching on physics students’ performance. A total of 62 (F=30; M=32) students drawn from intact class of two purposively selected schools (experimental and control) in Ilorin, Kwara State, Nigeria that participated in the study formed the sample frame for this study. Three research hypotheses with corresponding research questions were tested and answered respectively. Being a quasiexperimental study, Physics Performance Test (PPT) of five theory questions based on projectile motion covered in the study was used to elicit data and analysis was done with the use of t-Test and Analysis of Variance at 0.05 level of significance. Amongst others, it was found that students exposed to pre-teaching of mathematical concepts performed significantly better than their counterpart not exposed to same treatment. This study like other studies also affirmed that gender had no role in students’ academic performance. Recommendations in line with the findings were made.
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    Mathematical concepts pre-teaching strategy as predictor of senior school students' performance in physics in Ilorin, Nigeria
    (Al-Hikmah University, Ilorin, Nigeria, 2015) Badmus, O. T.; Akanmu, M. A.; Akanbi A. O.
    Students’ performance according to scholars often follows a given pattern and the principle of individual differences is further reflected in variations in individual ability. Thus, students’ performances in related subjects from empirical evidence may follow the same pattern. This study, therefore investigated the predictive effects of the mathematical concepts pre-teaching on physics students’ performance. A total of 62 (F= 30; M=32) students drawn from an intact class of two purposively selected schools (experimental and control) in Ilorin, Kwara State, Nigeria that participated in the study formed the sample frame for the study. Three research hypotheses with corresponding research questions were tested and answered respectively. Being a quasi-experimental study, the Physics Performance Test (PPT) of five theory questions based on projectile motion covered in the study was used to elicit data and analysis was done using a t-test and analysis of variance at 0.05 level of significance. Amongst others, it was found that students exposed to pre-teaching mathematical concepts performed significantly better than their counterparts not exposed to the same treatment. This study like other studies also affirmed that gender had no role in students’ academic performance. Recommendations in line with the findings were made.