Browsing by Author "Ameen, Khadijat Saka"
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Item Availability and Utilization of Instructional Materials in the Teaching and Learning of Perceived Difficulty Concepts in Senior Secondary Schools Mathematics Curriculum in Kwara State(Ilorin Journal of Health Promotion and Environmental Health Education, 2016-12) Ameen, Khadijat SakaThe study was aimed at finding out the availability and utilization of instructional materials in the teaching and learning of perceived difficult concepts in senior school mathematics in Kwara State. The main objective of this study is to investigate whether or not the recommended instructional materials for teaching the identified perceived senior school mathematics concepts in the senior school mathematics curriculum were actually available and utilized by the teachers. A descriptive research design was adopted in carrying out the study. Simple random techniques was used in selecting forty-nine (49) senior school mathematics teachers in the metropolis. Two research questions were raised, which among other things sought to know the available instructional materials for the teaching and learning of perceived difficult concepts in mathematics. The instrument for data collection was a questionnaire which was validated by Mathematics Education lecturers. The test-retest reliability index of 0.69 was obtained. Data analyzed using frequency counts and percentages. Based on the findings of the study, it was recommended instructional materials for teaching all the identified perceived difficult concepts in the senior school mathematics curriculum and also the government should ensure that all the recommended instructional materials are available to all the senior secondary schools in the metropolis.Item Comparative Effects of Two Problem Solving Models on Senior Secondary School Students' Performance in Mathematics Word Problems(The Journal of Mathematical Association of Nigeria, 2014-09) Salman, Medinat Folorunso; Ameen, Khadijat SakaThe study adopted pre-test, post-test, quasi experimental design. A total of 180 senior secondary two purposively selected from six secondary schools in Ilorin metropolis took part in the study. The instrument used for data gathering in the study was Mathematics Performance Test (MPT) designed by the researchers. The findings of the study showed that there was a significant difference between the performance of the experimental and control groups. Gender had no significant influence on the performance of the students exposed to the instructional models. Subject combination of students had significant effect on the performance of students exposed to the Polya's problem- solving model with the science students having the highest mean gain score. Mathematics teachers should take time to teach mathematics language in Bearing before teaching the actual concept to enhance better performance of students. Mathematics Teachers and Mathematics textbook authors should endeavor to employ Polya and Bransford and Stein problem solving models among others to enhance meaningful learning in mathematicsItem Curricular Reforms and Mathematics Teachers' Education in Nigeria(Department of Science Education, University of Ilorin., 2018-07) Ameen, Khadijat Saka; Adeniji, Saidat MorenikeIn this paper, the curricular reforms and mathematics teachers' education were discussed with special reference to the country Nigeria. However, the paper particularly delved into highlighting developments in mathematics teachers' education in Nigeria. This paper therefore looks at curriculum reform, mathematics teachers' education and finally takes a look at curricular reforms and mathematics teachers' education. Hence conclusions and recommendations were made.Item Influence of Family Background, Study Habits, Peer Group and Social Media on Students' Academic Achievement in Mathematics(Department of Science Education, Federal University of Technology, Minna, Nigeria, Africa, 2022-06) Ameen, Khadijat Saka; Salawu, Semiu Ayinla; Adeniji, Saidat Morenike; Nasirudeen, Malik Ayinde; Musa, Rafiat Adejumoke; Suleiman, Maryam IbironkeAchievement in Mathematics by students has persistently been poor. This study sought to investigate the influence of family background, peer group, study habits and social media on students' academic achievement in Mathematics in Abeokuta, Nigeria. Descriptive survey research design was adopted for the study. The population comprised all senior secondary school students in Abeokuta, Nigeria. The sample consisted of 200 students who were selected using simple random sampling technique. A questionnaire was prepared for data collection. The data collected were analyzed using percentage and chi-square statistics. The findings of the study revealed that family background, study habits, peer group and social media have significant influence on students' academic achievement in Mathematics. Based on the findings, it was recommended amongst others that: parents should provide enabling home environment for their children's education; and the school administrators should design a friendly Information and Communication Technology environment in the school, where the students will be exposed to the positive use of social media to improve their academic achievement.Item Innovative Instructional Strategies for Teaching Perceived Difficult Topics in Mathematics(Unilorin Mathematics Education Group, 2018-02) Ameen, Khadijat SakaItem Lesson Note Preparation for Teaching Mathematics.(Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2016) Ameen, Khadijat SakaItem Mother Tongue as an Essential Tool for Implementing Basic Schools Pupils' Performance in Elementary Mathematics in Oyo Nigeria(2019-09) Adeniji, Saidat Morenike; Saddiq, Khalid; Ameen, Khadijat Saka; Salman, Medinat FolorunsoThe aim of this study was to investigate the effect of mother-tongue (Yoruba language) on basic school pupils' performance in basic elementary mathematics. Quasi-experimental design of the type pre-test, post-test, non-randomized and non-equivalent control group was used. The population for the study were all the basic two elementary pupils in Afijio local government area of Oyo state. The target population was 63 pupils from two selected basic schools in Afijio local government area. Purposive sampling technique was used to select the school for the experimental study while random sampling was used to select other school, intact class were used in both schools. The instruments used were basic elementary mathematics performance test (BEMPT) and basic elementary mathematics retention performance test (BEMRPT). The instruction lasted for 8 weeks, using a unified basic two elementary mathematics syllabus, designed by the Federal Ministry of Education. The test-retest method was employed for the reliability of the test instruments. The Pearson Product Moment Correlation Coefficient (r) was 0.86. Data collected were analyzed using t-test and analysis of covariance (ANCOVA). Three hypothesis guided this study and findings revealed a significant difference in performance retention and ability level using mother tongue as means of instruction among others, it was recommended that mother-tongue is an important ingredient to teaching and learning of basic elementary mathematics in primary schools.Item Perceived Difficulty Concepts in Mathematics by Senior School Students and Mathematics Teachers in Ilorin, Kwara State, Nigeria(National Mathematical Centre, Abuja, 2016-11) Ameen, Khadijat Saka; Salman, Medinat FolorunsoThe Study Sought to find out the perceived Difficult Concepts in Senior Secondary School Mathematics Curriculum by teachers and students in Kwara State. The study involved a survey research type to be followed by sampling techniques in which four research questions were raised. It sought for the level of perceived difficulty of mathematics concepts by students to learn and teach respectively in the senior school mathematics curriculum. The instrument for data collection was the researchers designed questionnaire which was validated by two experts in Mathematics Education and an expert in measurement and evaluation. The test-retest reliability index of 0.78 was obtained. Data analysis was carried out using frequency counts and percentages. The results of the study showed that only six concepts were perceived to be difficult to teach by the teachers, while twelve concepts were perceived difficult to learn by the senior school students of the sampled schools. The level of perceived difficulty was higher by male teachers than their female counterparts. It is therefore recommended among others that since senior secondary school mathematics teachers perceived only six concepts in the new mathematics curriculum to be difficult to teach, they should network with other teachers that have no difficulty with the concepts in order to improve their cognitive understanding of the identified difficult concepts and in return lead to better performance of their students. In addition, the mathematics teachers should use different methods to teach the concepts as to reduce the failure rate in both internal and external examinations.Item Post analysis of observation and previous peer teaching exercise.(Faculty of Education University of Ilorin, Ilorin, Nigeria., 2016) Ameen, Khadijat SakaItem Preferences for Test Type by Teachers of Chemistry in Ilorin, Nigeria(Department of Science Education, Faculty of Education, University of Ilorin., 2020-05) Ameen, Khadijat Saka; Abubakar, Abdulhafeez; Abdullahi, KehindeGradual decline in performance of senior secondary school students in chemistry over the years could be attributed to the kind of test they are been exposed to. Therefore, the study investigated preferences for test type by teachers of chemistry in Ilorin, Nigeria. This study was a descriptive research of the survey type. A total of 18 males and females teachers of chemistry drawn from both public and private schools participated in this study. Three (3) research questions were raised and answered using the mean while two (2) research hypothesis were formulated and tested at 0.05 level of significance using chi-square statistics. The research instrument used in this study was researcher-designed questionnaire based on the three test types considered which were essay extended, essay restricted and multiple choice test types tagged as Test Type Preference Teachers' Questionnaire (TTPTQ). Findings of this study revealed that the difference that existed in the chemistry teachers' preference for test type only occurred in the essay restricted and multiple choice test types. In the case of the essay extended, the two set of chemistry teachers did not differ in their preferences. This means, male and female chemistry teachers liked essay extended, male teachers like multiple choice next to essay extended and essay restricted last. But the female teachers preferred essay restricted and multiple choice almost equally and the difference was not significant at (X=2.626, sig.0.377 greater than 0.05) a level 0.05, there were also differences in the preferences of chemistry teachers for test type based on school type. Teachers from both public and private schools preferred essay extended first. Teachers from public schools like essay restricted ahead of multiple choice test type, while teachers from private schools showed preference for multiple choice than essay restricted. The difference was not significant at (x=1.772, sig. 0.708 greater than 0.05) a level 0.05.Item Senior School Teachers Views on Introduction and Implementation of Inclusive Education in Oyo State, Nigeria(Maritime Management Technology. Federal University of Technology, Owerri, 2017) Adeniji, Saidat Morenike; Waheed, I. O.; Ameen, Khadijat Saka; Alabi, Hafsat ImamThe high rate of Illiteracy especially among children with special needs in Nigeria led to the adoption of Education for all EFA. This study therefore investigated teachers views on introduction and implementation of inclusive education in senior secondary schools in Oyo, Nigeria. The study was a descriptive research of a survey type. A total of 270 senior schools teachers from six Local Government in Oyo State were randomly selected as sample for the study. Researcher designed questionnaire was used to collect data. Four research questions and two hypotheses were raised and generated to guide the study. The four research questions were answered using mead and standard deviation while the hypotheses were tested using t-test and ANOVA. The study revealed that teachers had positive views of inclusive education(mean =3.0). Teachers perceived inadequate knowledge about inclusive education, inadequate resources required for inclusion, inadequate in-service training for teachers and emphasis on syllabus coverage as barriers to implementation of inclusive education (mean= 2.90). Also, there was no significance difference on the views of teachers on inclusive education based on gender t (258)= 1.44 and teaching experience F (3,256) =1.39. Based on the findings from the study, it was recommended that teachers should be adequately trained on the effective implementation on the inclusive education since thy already have positive views of the programme, this can be achieved through capacity buildingItem Students Mathematical Language Proficiency as Predictor of their Performance in Mathematics Bearing Word Problems.(The Journal of Mathematical Association of Nigeria, 2015-11) Ameen, Khadijat Saka; Salman, Medinat FolorunsoThe perennial poor performance of students in internal and external examinations in Mathematics has become an issue of concern to Mathematicians, Mathematics educators and relevant stakeholders. Previous research studies in Mathematics education have identified inadequate understanding of Mathematical Language to translate word problems into Mathematical form as one of the factors responsible for poor performance. Hence, this study examined Students' Mathematical Language Proficiency as predictor of their performance in Mathematics "Bearing" Word Problems. A purposive sampling technique based on gender and school type was used to select 105 senior secondary school II students in Ilorin Metropolis of Kwara State Nigeria. The study was a pre-test, post-test, non-randomized, non-equivalent quasi experimental type. The experimental group was taught a list of mathematical language instructions in bearing prior to the teaching of bearing as a topic in Mathematics while the control group was taught using the lecture method. Four essay items on bearing word problem were drawn from the Senior School Certificate Examination Questions in Mathematics. Questionnaire was used as instrument for data collection. The formulated hypothesis experimental group performed better than control group, because the calculated t-value of 7.49 was obtained against the table t-value of 1.98 at 0.05 alpha level of significance. The result obtained authenticated that gender has no significant influence, because the calculated value obtained was 1.60 lesser than the table value of 2.00 recorded at 0.05 alpha level significance. Also, the result obtained revealed that school type (private and public school) had significant influence on the performance of students in solving bearing word problems in Mathematics because 10.47 calculated value was recorded as against the table value of 2.1. Based on the results of the findings, it is therefore recommended among others that Mathematical Language instructions in Bearing should be taught before engaging students in solving word problems to enhance good performance in the topic