Students Mathematical Language Proficiency as Predictor of their Performance in Mathematics Bearing Word Problems.

Simple item page
dc.contributor.authorAmeen, Khadijat Saka
dc.contributor.authorSalman, Medinat Folorunso
dc.date.accessioned2023-05-10T14:20:02Z
dc.date.available2023-05-10T14:20:02Z
dc.date.issued2015-11
dc.description.abstractThe 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 topicen_US
dc.identifier.citationAmeen, K.S ; Salman, M.F (2015): Students Mathematical Language Proficiency as Predictor of their Performance in Mathematics Bearing Word Problems. ABACUS. 40 (1); 77-82, Published by Mathematical Association of Nigeria.en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/9996
dc.language.isoenen_US
dc.publisherThe Journal of Mathematical Association of Nigeriaen_US
dc.titleStudents Mathematical Language Proficiency as Predictor of their Performance in Mathematics Bearing Word Problems.en_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
students math proficiency 2015.pdf
Size:
432.92 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections