Procedings

Abacus (Mathematics ofSeries)

Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

49 3

SEPTEMBER, 2022

Professor Muhammad Lawan Kaurangini, FICA

Kano University of Science and Technology, Wudil, Nigeria

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

National Executive Officers

(2021-2023)

1. Prof. K. O. Usman President

2. Prof. M. A. Yusha'u Vice President
3. Alhaji Jimoh Taylor National Secretary
4. Prof. B. Y. Isah Asst. Nat. Secretary
5. Mrs. Okodugha Brigitta Eno Treasurer
6. T. A. Muhammad Financial Secretary
7. Dr. Sadiq Abubakar Publicity Secretary
8. Dr. Aliyu Taiwo Business Manager
9. Prof. Muhammad L. Kaurangini Editor-in-Chief
10. Dr. Olayemi O. Oshin Deputy Editor-in-Chief
11. Prof. Mamman Musa Immediate Past President
12. Dr. A. J. Alkali Immediate Past National Secretary
13. Mr. Bankole J Ex-Officio I
14. Dr. Chika C. Ugwuanyi Ex-Officio II
15. Dr. Abimbola N. G. A S. A. to President

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Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

Editorial Board
Professor Muhammad Lawan Kaurangini, FICA
Editor-in-Chief,
Department of Mathematics,
Kano University of Science and Technology, Wudil, Nigeria

1. Professor K.O. Usman, Provost, Federal College of Education, (Special), Oyo, Nigeria
2. Professor M. A. Yusha'u, Department of Science and Vocational Education, Usmanu
Dafodiyo University, Sokoto
3. Professor M. O. Ibrahim Department of Mathematics, University of Ilorin, Nigeria
4. Professor B. Sani, Department of Mathematics, Ahmadu Bello University, Zaria
5. Professor B. K. Jha, Department of Mathematics, Ahmadu Bello University, Zaria
6. Professor B. Ali, Department of Mathematics, Bayero University, Kano
7. Professor E. Oghre, Department of Mathematics, University of Benin, Nigeria.
8. Professor Mueide Promise, DG National Mathematical Centre, Abuja. Nigeria
9. Professor U.N.V. Agwagah, Department of Science Education, University of Nigeria,
Nsukka
10. Professor B.I. Olajuwon, Department of Mathematics, Federal University of
Agriculture, Abeokuta.
11. Professor S. I. Binds Department of Science and Technology Education, University of
Jos, Nigeria

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

Associate Editors (2021-2023)

1. Professor (Mrs.) M. F. Salman 9. Professor J. A. Adepoju
Department of Science Education, Department of Mathematics
University of llorin, llorin, Nigeria University of Lagos, Lagos.

2. Professor E. T. Jolayemi 10. Professor G. O. S. Ekhaguere

Department of Statistics Department of Mathematics
University of llorin, llorin, Nigeria University of Ibadan, Ibadan

3. Professor Herbert Wills 11. Professor M. A. Ibiejugba

Department of Mathematics Education, Department of Mathematical Sciences
Florida State University, Tallahassee, Kogi State University, Anyigba.
Florida, U.S.A.
12. Professor A. U. Afuwape
4. Professor O.S. Adegboye Department of Mathematics
Department of Statistics, Obafemi Awolowo University lle-lfe,
LAUTECH, Ogbomoso, Nigeria. Nigeria.

5. Professor A. Gumel 13. Professor Mamman Musa

Department of Mathematics, Department of Science Education
Arizona State University Arizona, USA. Ahmadu Bello University Zaria.

6. Professor B. A. Oluwade 14. Dr. Olayemi O. Oshin,

Department of Mathematical Sciences, Department of Mathematics Education,
Kogi State University, Anyigba, Nigeria Federal College of Education (special),
Oyo.
7. Professor M. R. Odekunle,
Department of Mathematics 15. Professor Ibrahim Galadima
Modibbo Adama University of Department of Science Education
Technology, Yola. Usman Dan-Fodio University Sokoto

8. Professor Y. Korau 16. Professor S. A. Abbas

Department of Science Education, Department of Science Education
Ahmadu Bello University, Zaria. Bayero University, Kano

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

1.

2. Effects Of Manipulative Materials On Senior Secondary One Students' Interest And

Achievement In Geometry In Jos Metropolis, Plateau State, Nigeria
Habila Elisha Zuya (PhD)1,Bala Galle Attah (PhD)2, Dashe Naanman3 14

3. Teacher's Communication Skills And Classroom Interactions Towards Science And

Mathematics Content Delivery In Lagos State, Nigeria
Debo Sulaimon Arikewuyo1, Afeez Adedamola Arikewuyo2 and
3
Mojeed Adeleke Arikewuyo 27

4. The Use Of Digital Technology In Mathematics Education During Covid-19 Pandamic 36

5. An Investigation Into The Impact Of Japanese Multiplication Pedagogical Approach On

Secondary School Students' Interest And Performance In Quadratic Expansion In Makurdi
Metropolis
Abari, M.T. & Tyovenda, T.M. 53

6. Effects Of Van Hiele Phase-based Teaching Strategy On High, Medium And Low Academic
Achievers 64

7. Effects Of Elaboration Strategy On Students' Learning Achievement At Senior Secondary

School Mathematics, Lagos State, Nigeria
Alabi, Ibraheem Abiola (PhD), Samuel, Padonu Olusegun, Oyewuwo,
Fumilayo Rasheedat & Olusesan, Ezekiel Gbenga 72

8. Effect Of Think Pair Share Strategy On Academic Achievement In Algebraic Expression

Among Secondary School Students In Kano, Nigeria
1 2 3 4
Badar, Y., Sidi, S.B., Shu'aibu, G., and Mukhtar, B. 80

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Science 58th
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Vol. 49, Conference
No 3, September. 2022

Abstract
Inclusive education was once known as an approach where students with special needs and disabled
are separated and given special attention. Recently, inclusivity is no longer defined restrictively by
physical and cognitive disabilities but also addresses needs of full range of human diversity with
respect to ability, language, age, culture, gender and other human differences. This article discusses
basically the problems and barriers of inclusive education, the roles of teachers of mathematics in
prioritizing inclusive education, teaching strategies necessary to uphold inclusion in the classroom.
All the aforementioned were discussed with the view of highlighting how to make inclusion paramount
and workable in the classroom. Inclusive education willgenerally work better in class if the teacher
recognizes that the needs of the students are to be put first. The class environment needs to be more
accommodating for all category of students and less hostile. Students need to know that the purpose for
encouraging this form of education is to satisfy their academic needs and give them teaching support
and atmosphere that is more relaxed and freer from all forms of prejudice, and bias because children
regardless of their personal characteristics, background or physical challenges must have
opportunities to study and be supported to learn mathematics.

Keywords: Inclusive education, disability, physically challenged, able-bodied persons, cognitive

disability

Introduction narrowly on children with disability alone.

Inclusive education has gone beyond that and
Globally, children living with one form of
has also embraced all able-bodied children
disability or the other are denied an education
including students with special needs and the
either by parents or society because they are the
physically challenged (United Nations Children
most vulnerable and excluded people in their
Fund (UNICEF), 2017).
communities. Children with disability are 10
times less likely to attend schools than those In 1960, the UNESCO convention
without disability. For nearly 20 years, the against discrimination in education and other
Global Campaign for Education (GCE, 1999) international human right treaties prohibited any
has promoted the right to “education for all”. exclusion from or limitation to educational
However, the global discussion on inclusive opportunities on the basis of socially ascribed or
education has changed significantly over time. p e r c e i v e d d i ff e r e n c e s , s u c h a s s e x ,
The concept of inclusive education originated ethnicity/social origin, language, religion,
from the phenomenon of 'respect for an inherent nationality, economic condition and ability. To
dignity of all human beings' (Masalesa, 2022). further build up this principle, the 2030 Agenda
Under the inherent nature of human dignity as a for sustainable development goal 4 on education
construct, the active participation of all the and education 2030 framework for action,
people in the society irrespective of their emphasized “education for all” as a way to
characteristics has been emphasized for decades conceptualize inclusive education and make a
now (Hayes & Bulat, 2017). The concept of pledge to “leave no one behind”. Education for
inclusive education was understood as focusing all hinges on “the needs of the poor and the most

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disadvantaged, including working smooth progress in class routine.
children, remote rural dwellers and nomads,
Theories of inclusive education
ethnic and linguistic minorities, children, young
people and adults affected by conflict, Vygotsky theory which highlights the
HIV/AIDS, hunger and poor health and those zone of proximal development (1962) postulated
with special learning needs. Furthermore the what he later referred to as the theory of
sustainable development goals (SDGs) 4.5 mathematics learning in 1993. He asserted that
specifically reaffirms the need to ensure equal knowledge is constructed based on personal
access to all levels of education and vocational experience and hypotheses of the environment.
training for the vulnerable including persons Vygotsky, a constructivist, proposed that
with disabilities, indigenous people and children learners construct their knowledge through the
in vulnerable situations. (United Nations, personal experiences, reflecting on those
Department of Economic and Social Affairs, experiences and reconciling against previous
2015). knowledge. Learners gain more knowledge
when a more knowledgeable other tries to guide
Hence, inclusive education defined by
or teach learners. The theory claims that children
Alquraim and Gut (2012) is all students,
are born with the basic materials/abilities for
regardless of any challenge they may have are
intellectual development – which is referred to as
being placed in age appropriate general
“elementary mental functions”. Eventually,
education classes that are in their own
through interaction within the socio-cultural
neighbourhood schools to receive high quality
environment, these are developed into more
instruction, intervention and support that enable
sophisticated and effective mental processed
them to meet success in the core curriculum.
strategies which are now referred to as “higher
National Commission on Special Needs in
mental functions”. These interactions may only
Education and Training (NCSNET, 1997)
be aided through inclusive education in a
defined inclusive education as a learning
mathematics classroom to help build on the
environment that promotes the full personal,
potential of learners.
academic and professional development of all
learners irrespective of race, class, colour, A More Knowledgeable Other (MKO) is
gender, disability, learning styles and language. an important postulation of the theory. It refers to
As the yearn for inclusive education becomes someone who has a better understanding or has
prominent, principles governing inclusive higher ability level with respect to a particular
education becomes pertinent and they are: No takes, process or concept in mathematics
discrimination among students, equal learning (Vygotsky, 1962). The MKO could be a
educational opportunities for all, schools teacher, a parent, sibling or the learner's peers.
adapting to the need of students, equal Another integral part of the theory is the concept
educational benefits for all students, upholding of the “Zone of Proximal Development” which
of students views and taking them seriously, demonstrates what a wide category of learners
finally recognizing individual differences can achieve independently and what a child can
between students as a source of richness and achieve through guidance and encouragement in
diversity and not as a problem (Ministerial a mathematics classroom. This nature of
Advisory Committee: Children and students inclusiveness is a major feature of collaboration
with disability, 2017). These listed principles as to achieve set classroom objectives.
stated describe the severity in which students'
Maslow's theory of motivation (1943)
needs is to be considered in order to promote

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culture. Every organization passes pairing/ collaborative mathematics
through a lower order stage in which they exercises, are spurning inclusive
struggle with basic survival needs. The positive education and hence inhibiting its
interaction of organizational culture, in this case, success in the classroom.
the school and its teachers would eventually
b. Lack of physical/technological facilities.
result in enhancing self-esteem and self-
Unavailability or shortage of assistive
actualization. Generally, it is agreed that
technological facilities such as
dispositions such as motivation, curiosity and
computers, projectors, manipulatives or
perseverance can be recognized when students
measuring devices that will help
persist at difficult tasks, take risks and exhibit
facilitate and simplify learning of
open-mindedness. This is manifested through
mathematics and communication in class
the learner's performances which showcase the
for students with disability, dyslexia and
strength and reliability of what the school
ADHD, is another problem that can
environment has been able to offer in terms of
hinder inclusive education.
equal opportunities for all category of learners –
slow or fast, gifted or struggling; the dyslexic c. Lack of funds to purchase the needed
and those with dyscalculia challenges etc. It is equipment to facilitate and support
also essential that mathematics teachers exhibit teaching and learning. Students with
the highest level of confidentiality as well as plan special needs and disability need variety
their teaching with the appropriate materials and of equipment and teaching tools (such as
thoughtful dialogue in order to maintain a safe mobile technologies, magnifiers, screen
and secure environment for inclusive students. reading software, talking devices, etc) to
foster learning and class participation. If
Barriers to inclusive education in the
the government and school authorities do
classroom (Choudhary, 2015)
not provide funds to procure these
a. Negative approach – refusing to accept necessary mathematics equipments, then
the presence and accommodating implementation of inclusive education in
inclusive education. This can be a such schools is abortive.
situation which affects both students and
d. Inadequate trained teachers to work with
mathematics teachers. For instance, a
special needs students. Mathematics
mathematics teacher who deliberately
teachers who have not acquired adequate
refuses to alter or alternate teaching
training and requisite
approaches and styles during teaching to
experience/knowledge to engage and
benefit students with dyscalculia or
teach special needs students, will wreck
ADHD and those with physical disability
inclusive education in the classroom.
is simply repudiating inclusive education
Teachers will need to continually attend
in the classroom. Such teachers may
training exercises and programmes that
support their actions as a function of lack
will equip them with the know-how to
of time or may even be incompetent in
align themselves with inclusive
handling students with such diverse
education.
problems. Students who decide to
segregate and shun students with e. Social discrimination - Adjustment
disability when it comes to choosing problems, isolation, lack of expression
pairs or teams for class activity or are some of the problems students face in

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inclusive education. Especially students with can list out guiding rules that hinge on
disability and special needs who are empathy and respect for fellow students'
trying to fit into a system where they see class communication barriers.
or rate themselves differently in the
h. Educational problems (feeling as extra
negative sense of it, can obstruct
burden to peers, lagging behind in class
inclusive education. Mathematics
activities, lack of understanding,
teachers can really help in this kinds of
learning disability, non-standard
situation by talking students out of these
learning styles, attention disorders.
problems or aligning their teaching styles
and methods to suit the needs of inclusive i. Mobility barriers (difficulty in
students. movement from school to home or vice-
versa for extreme physical disabilities).
f. Emotional problems (inferiority
Students with this form of disability may
complex, introverted nature, shyness)-
decide to forfeit school, hence the
students with special needs and disability
essence of inclusive education is
will at some point exhibit traits of
defeated. The government or school
inferiority complex, introverted nature,
authority in their capacity can find ways
shyness due to their conditions especially
of transporting and easing movement of
when they find it difficult to cope with
such students inorder to encourage them
mathematics lessons and solve
stay in school.
mathematics problems. This can mar the
success of inclusive education since such j. Print barriers (vision impairments,
students may begin to loose focus and reading difficulties for instance
concentration in class. Mathematics beginning readers, learning disabled
teachers can serve as counselors or even students and English as second language
give such students individual attention. students). Magnifiers and projectors are
necessary in mathematics classrooms
g. Communication barriers (language
where students with such impairment are
disorders, speech disorders). Disability
found. Without these equipment,
can come in the form of speech disorders
learning of mathematics is obstructed for
and language disorders which can
these students and the objective of
dampen communication in mathematics
inclusive education is hindered.
class and inhibit inclusive education. In
mathematics class communication is Even with barriers to inclusive education
key, if a student can not communicate by there are underlining benefits of the programme.
expressing his or her learning needs, then
Benefits of inclusive education in a
the essence of learning is futile. If a
mathematics classroom
student with disability fears that his or
her communication issue can make him There are practicable benefits derivable
or her a laughing stock, then in an inclusive mathematics classroom that are
participation in class is dampened. It is healthy for both the learner and the teacher, these
not surprising to find students with include: Academic benefits, Social benefits of
disability or special needs falling into inclusive education and Communication
this category because of their condition. benefits.
To help forestall this problem teachers
Academic accomplishments of students

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with severe disabilities increase through access the mathematics curriculum. If not it
interaction with typically developing peers in an becomes easy to underestimate their
integrated environment and they meet the goals capabilities in what they can do
of their individual education program (Westling mathematically. Language learning styles
& Fox, 2009). When placed in the same vary and students may not want to speak until
academic environment, students with disabilities they gain confidence that they can produce
increase in academic performance in academic accurate and meaningful utterances. Teachers
skills such as in reading and mathematics in the of mathematics should adapt questioning
context of cooperative learning groups in an styles that will make EAL learners feel
inclusive environment (Cole, Waldron, Majd & included and encourage them to contribute
Hasazei, 2004). orally when they become confident enough.
As affirmed by Westling and Fox (2009) 2. Students with special Education Needs
that inclusive education provides an opportunity (SEN): Students in this category have
for students with severe disabilities to build underlining learning difficulties linked to
social skills in terms of establishing relationship social deprivation, while some will also have
with their typically developing peers. The disabilities. The learning difficulties here are
authors further stress that students with severe not always associated with literacy, and
disabilities in inclusive education classrooms numeracy development but are sometimes
experience a higher level of interaction with aggravated by missed or interrupted
peers, than when students with severe schooling, which could be due to long-term
disabilities are placed in separate classrooms. medical conditions. In this case, teachers of
Furthermore, students with severe mathematics will need to set up appropriate
developmental disabilities in inclusive interventions including differentiation of
classrooms over a 2-year period progressed on a tasks and materials. Teachers should also
measure of social competence, whereas matched make sure the plan lessons with a suitable
counterparts in segregated settings regressed range of objectives and afterwards monitor
(Westling & Fox, 2009). the learning progress of students through
assessment.
From the work of Alquraim and Gut
(2012) it is confirmed that students with severe 3. Students with disabilities : schools are
disabilities improve their communication skills expected to make reasonable adjustments to
in inclusive settings when compared with accommodate students with physical
students with the same disabilities in self- difficulties to enable them access the statutory
contained classrooms. This can be exemplified curriculum. Support for students in this
in an inclusive mathematics classroom. category is expected to take place in a
mainstream lesson as they work on the same
Broad-based categorization of inclusive
mathematics programme as their peer group.
education
Teachers of mathematics should be ready to
According to the National Strategies make modifications to materials, equipment
(2008), if inclusive education is beneficial, the and furniture in order to meet particular needs
beneficiaries may be include the following: of these students so they can work alongside
their peers. For example some students with
1. Students with English as an additional
visual and hearing impairments will need to
language (EAL): This category of students
use ICT to assist in reading and recording
needs support to develop language skills to
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their work. 7. Students who are very able at
mathematics – able students in this category
4. Students with emotional and
deal with abstract mathematics more readily
behavioural difficulties- students under this
than other students do. They find it easier to
category are often prone to having poor
progress quickly but will need extension and
literacy and numeracy skills due to their
enrichment activities to develop the breadth
inability to maintain proper concentration and
of their mathematics knowledge and depth of
persevere with tasks. Teachers of
their thinking. They can even be given extra
mathematics ought to alert these students that
challenging and daunting tasks to stretch their
expectations on them are high, hence they
mental reasoning. Teachers can give students
need to give in their best. Teachers need to
extra challenging homework where possible
structure lessons so that students work at their
identified gifted or very able students should
pace while giving opportunities for
be made to follow individualized
independent working with variety of
programmes at appropriate times.
activities. Use extrinsic motivation to reward
good behaviour and also make teaching of Role of Mathematics teachers in prioritizing
mathematics relevant by relating it to real inclusive education
world situations.
Since students in inclusive education
5. Students with communication need special and dedicated attention, teachers
difficulties – students in this category need need to know how to function accordingly.
clear, outlined and effective teaching which Below are itemised interpersonal ways to
builds their confidence and participation. For achieve a good understanding of a wide variety
instance students with autistic spectrum of learners.
disorders will require well-structured lessons
a. Interact with students' family -
with clear routines and predictable parts.
Mathematics teachers should have a
They respond best when teaching is explicit,
good rapport with students' family
language is concise, and well-focused.
members this will help decipher
Mathematics teachers should make sure their
problematic issues of their students and
expectations for every lesson is made clear.
even make them understand the students
They should also be explicit about what they
better.
want students to learn and what is expected of
them to do. b. Encourage the student to develop self-
confidence – from the right teaching
6. Students who are working way below
approach used by the mathematics
national expectations for their age group:
teacher, students can gain self-
This occurs where schools have large number
confidence in solving mathematics
of students enrolled into lower classes based
problems and work confidently with
on knowledge formation and cognition and
peers.
not age wise. Mathematics teachers can adapt
preceding yearly programme by c. Help students identify their hidden
incorporating areas of particular difficulty or talents -when teaching embraces variety
relative strength. This helps provide guidance in teaching style and strategies, students
on progression from lower levels, although can grow out of their comfort zone and
contents may need to be adapted to reflect the want to face mathematics task headlong.
older age. This can help teachers identify what a
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student can do and how they can do it better. k. Make suitable adaptation in the
curriculum so that students with
d. Identify students with disabilities in the
disabilities can be featured so as to learn
classroom and give them the needed
according to their abilities.
support and care that will enable them be
part of the teaching and learning l. Teachers should prepare and adapt
activities. teaching resources capable of handling
every learner's need so that learning does
e. Referring the identified students with
not become a barrier for the disabled.
challenges to experts for further
examination and treatment. m. Teachers should construct before
beginning of lessons, achievement and
f. Accepting students with disabilities –
diagnostic tools to test learners and know
teachers must accept that students with
what has been learned and what is
disability have underlining learning
considered unlearned.
situations that can breach their
free/smooth flow of lesson n. Teachers should provide remedial
comprehension. This should not be seen instruction for students who are finding it
by the teacher as a disastrous situation difficult to cope with regular lesson
hampering the success of class activity periods.
but should be seen as an opportunity to
Teaching strategies used in mathematics
salvage and fix a situation of a child in
classes to prioritize inclusive education
need.
There some suggested teaching
g. Develop positive attitude between
strategies that help prioritize inclusive education
normal and disabled students- The may
in a mathematics classroom, some as discussed
really be no need to begin to separate or
as follows:
segregate students in class based on their
conditions. Students should not be 1. Cooperative learning – refers to the
allowed to address themselves based on practice of having a small group of students with
their deficiencies. Student should treat mixed ability levels working together, with each
each other alike with respect and dignity member having equal statute within the group to
while disregarding all forms of help each other accomplish a specified learning
unnecessary empathy that could cause task. This is clear that students with disability and
students with challenges to sulk. those with mild disabilities can benefit from each
other using this strategy. The group is like a team,
h. Students should be placed in the
the failure of the team is failure of each member of
classroom in proper places where the feel
the team. Hence team members need to be carried
comfortable and are benefiting from the
along in conducting the given tasks in order for the
classroom interaction.
team to succeed.
i. Remove architectural barriers wherever
2. Response prompting – this occurs when
possible so that students with disabilities
an instructor helps a student find the correct
move freely and independently.
answer with verbal or non-verbal cues while
j. Involve students with disabilities in the student is trying to think of the correct
almost all activities in the classroom.
Avoid making them feel incapable.

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answer or after the student has already given an develop their abilities and learn information.
incorrect answer (Copeland & Cosbey, 2009).
5. Multi-sensory teaching technique –
From the authors view point, this strategy has
this technique is used for learners with
helped students with severe disability gain
learning differences. This teaching technique
academic skills and confidence. Response
stimulates learning by engaging students on
prompting can come in form of spoken, body
multiple levels. It encourages students to use
language or complete assistance which is
some or all their senses to gather information
gradually withdrawn as the students show
about a task, link information to ideas they
they no longer require that assistance
already know and understand, perceive the
(Copeland & Cosby, 2009).
logic involved in solving problems and
3. Assisted Technology (AT) – this understand the relationships between
encourages students with severe disabilities concepts. This mean using more than one
to more effectively participate in various sense, which could either be sight or hearing.
activities. There are two types of assisted Students with learning difficulties typically
technology devices that is useful for students have difficulties in one or more areas of
with severe disabilities and aids in facilitating reading, spelling, writing, mathematics,
their various activities. There are low-tech listening comprehension and expressive
devices, which includes adapted spoons, language. Multisensory techniques enable
switches, and picture boards. The other is students to use their personal areas of strength
high tech which includes: computers, to help them learn.
augmentative and alternative communication
How to make inclusive education paramount
and power wheelchairs. Others are touch
in a mathematics classroom
screen and alternative keyboards (Sigafoos,
2010). 1. The use of students' interest in contextualized
task is said to be a potent approach to realizing
4. Embedded instruction – this strategy
inclusive education. What areas of learning
provides strong personally focused help to
communications are represented in the problems
students with severe disabilities in the general
you assign to students? How does background
education settings and assist students with
knowledge of issues in classroom align with
learning difficulties during an entire class
students' interest? Research has shown that
period. According to Coperland and Cosbey
students are more motivated in teaching
(2009), this strategy uses response prompts
materials when it is applicable to their own
and time management allowing learners and
interests and communities (Jones, Howe & Rua,
instructors to achieve their objectives during
2000). In order to identify the interest of
class rather than outside the classroom. It
students, consider giving your students a survey
helps students with severe disabilities to learn
to ask for their hobbies, motivations for taking
at the same time as their typical developing
mathematics seriously. Then use what you learnt
peers without giving them different tests or
about your students to frame mathematical test
interrupting regular class time, practices that
problems. Be sure that the tasks you assign
can make the student with severe disabilities
represent all of those interest gathered in your
feel isolated or singled out. Embedded
classroom and which students might be left out.
instruction introduces students with disability
If students with disabilities or difficulties do not
in acquiring academic skills. It also
see areas/professions of interest to them in test
introduces students to new techniques to
problems, they may become reclusive in class.
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2. Exposing students to a diverse group of 4. Furthermore, the use of systematic grading
mathematicians is another measure for and participation methods. What category of
inclusivity in a mathematics classroom. students do you expect as a teacher to succeed?
Stereotypes about certain mathematics sages Who are the students whose contributions you
tend to make students who do not identify which encourage in class? Teachers often have
such qualities to feel they do not belong in expectations and judgments of different groups
mathematics (Cheryan & Plaut, 2010; Thoman, of students based on students' identity
Arizaga, Smith, Story & Soncuya, 2014). (Vandenbergh, Denessen, Hornstra, Voetten &
Diversify your student's image of Holland, 2010; Riegle – Crumb & Humphries,
mathematicians by highlighting mathematicians 2012). Teachers sometimes provide a warmer
who do not fit the typical stereotype. Describe academic climate to students for whom the hold
mathematicians as multidimensional individuals higher expectations in the form of in-class
with struggles, hobbies and families, interactions and assignment feedback. Such
communicating short biographies/stories to treatment may have positive effects on some
students. Showing students pictures of students' performance and participation but not
mathematicians from underrepresented groups all. Attempt to hold all of your students to the
is a great way of approaching this situation. If same high standards, consider implementing
students are able to see mathematicians as systematic ways of getting students'
genuine individuals, they are more likely to participation and method grading by keeping
identify with mathematics which will help record of which student participated in your class
enhance quality education. and make an effort to elicit contributions from all
students. While grading, create a rubric to
3. Another approach is the design of assessments
evaluate students' work. After grading, look over
and assignments with a variety of response types
the comments and feedback you gave your
– try to diversify assessments. Some teachers
students. Check and see that all students have
have found success with traditional mathematics
similar depth and specificity of feedback.
assessments in traditional setting. However not
Consider asking a colleague who is unfamiliar
all students succeed in such environment. It is
with identities of your students to look over a
good to create and structure assignments to
sample of the work you have graded and provide
include a variety of types of problems as well as
feedback on the types of responses you give to
settings. For example, consider including
your students. This is done to improve quality
problems that ask students to write long
education.
responses to explain their thinking or draw a
visual to demonstrate an argument. Vary the test 5. Encourage students to embrace a growth
environment by allowing students to work in mindset. Students' mindset regarding
groups or give a take home assignment in order intelligence can likely influence their academic
to give students flexibility in the amount of time performance and motivation. Students with a
for completion. Even consider allowing students growth mindset can triumph in the face of
to retest. This approach as suggested by Juhler, challenges and setbacks and grow in the process
Rech, Form & Brogan (1998) has shown to compared to students with a fixed mindset.
provide students who experience mathematics Remind your students as a teacher that mistakes
anxiety with a mental “safety net” that can help are an essential part of learning and a vehicle for
alleviate some of the pressures involved in growth. Provide feedback on students' strategies
testing and improving their test performances for and reasoning rather than just their answers.
quality education. Celebrate students' effort and persistence and

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avoid praising a student for getting an answer have a wide range of abilities to see, hear, speak
quickly. Treat examinations as an opportunity and read.
for students to demonstrate their efforts and
Summary
understanding rather than their intelligence,
capability and ability. Allow students to engage Based on the headings being discussed above,
in productive failure by proving limited we can conclude that inclusive education if
scaffolding and challenge students to collaborate nurtured in the classroom properly can not only
with each other (Kapur & Brelaczyc, 2012). benefit students with disabilities and those with
Students should be allowed to give a short disorders but can also benefit the teacher in
reflection on classroom activities, what they organizing and preparing ahead for class
enjoyed and what they did not which may have teaching and planning of instruction.
caused them to be withdrawn in class. This will
enable the teacher create a more positive and Inclusive education involves a human activity
professional atmosphere for students. whereby the teachers learn to accommodate a
diversity of learners in the classroom. The
6. Mathematics teachers must desist from assistance to a learner is planned in a systematic
patronizing students outrightly due to their and purposeful way, giving room for learners to
disability or deficiency. Exposing students actualize his or her full potentials.
openly to classmates as a “pitiable situation”
based on their challenges should be avoided. In Barriers to learning that might exist must be
as much as the teacher has a clear understanding addressed in order to enable the learners benefit
of students' predicament does not mean fellow optimally from the teaching situation. Inclusive
students should be given the free will to education entails meeting the diversified needs
empathize with students who are disabled. of learners which gives learners an enriching
Teachers should teach all students alike and learning experience. Discrimination of learners
given attention discretely to students with based on their diversities, prevents them from
challenges which will help them smoothly experiencing life fully. When learners are given
progress in class. Rather, emphasis should be ample opportunity to share in the beliefs, ideas
placed on teacher professional development to and values of other learners within the inclusive
increase regular classroom teachers' knowledge classroom, this may enable them to acquire
of educating exceptional students. This will help alternative insights and understanding through a
teachers fashion out ways to deal with or handle mutual learning experience with other learners.
students with all types of situation. Learners begin to see the basic needs of other
learners which enable them obtain a much
7. Finally, the use of technology should be broader basic frame of reference. In this way a
promoted to allow subject matter to be accessible learner can carefully evaluate his or her existing
in a variety of formats. Be sure to provide knowledge with newly acquired knowledge and
captions for audio presentations, provide insights.
educationally relevant descriptions for images
and graphical layouts and videos. If possible, Suggestions
teachers are to put important topics online then From the foregoing discussions, we can suggest
permit and encourage the use of adaptive that teachers should allow students of different
technology (word processors, special keyboards, categories to mingle and learn from each other.
voice input devices, speech software, websites All students should be given equal treatment
and networked systems, Braille printers and irrespective of their situations.
translation software. Select textbook and other
materials that support and include students who

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References
Alquraim, T. & Gut, D. (2012). Critical components of successful inclusion of students with severe
disabilities: Literature review. International Journal of Special Education, 27 (1), 42-59.
Cheryan, S. & Plant, V.C. (2010). Explaining underrepresentation: A theory of precluded interest. Sex
Roles, 63 (7-8), 475-488.
Choudhary, M. (2015). Inclusive education. Retrieved Sri Gum Teg Bahadur, College of Education
Khankot, Amritsar. University of GNDU.
Cole, C.M; Waldon, N; Majd, M. & Hasazi, S. (2004). Academic progress of students across inclusive
and traditional settings. Ment. Retard, 42 (2): 136-144.
Copeland, S.R. & Cosbey, J. (2009). Making progress in the general curriculum. Rethinking effective
instructional practices. Research and practice for persons with severe Disabilities, 33 (4), 214-
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Global Campaign for Education (1999). The right to education: making it happen. Retrieved from
www.campaignforeducation.org/
Gunjan, T. (2016). Role of teacher in inclusive education. International Journal of Education and
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Hayes, A.M & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low and
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Jones, M.G., Howe, A. & Rua, M.J. (2000). Gender differences in students experiences, interest and
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Masalesa, M.J. (2022). Human dignity is central to inclusive education. Handbook of Research on
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Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396
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NCSNET Document (1997). Quality education for all: Overcoming barriers to learning and
development. Report of the NCSNET, Department of Education. Needs in education training
(NCSNET) and National committee on education support services NCESS. Pretoria:
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Riegle-Crumb, C. & Humphries, M. (2012). Exploring bias in mathematics teacher's perception's of
students' ability by gender and race/ethnicity. Gender and society, 26 (2), 290-322.
School of Education (2020). The role of special education teacher in promoting inclusive classrooms.
Retrieved from https://soeonline.american.edu>blog
Sester, J. (2020). Inclusion is not neutral, it is politically directed: Global campaign for education.
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The National Strategies (2008). Inclusive teaching in mathematics. Retrieved from
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Thoman, D.B., Arizaga, J.A., Smith, J.L., Story, T.S. & Soncuya, G. (2014). The grass is greener in non-
science, technology, engineering and mathematics classes: Examining the role of competition
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United Nations Children Fund (UNICEF, 2017). Inclusive education: Including children with
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EFFECTS OF MANIPULATIVE MATERIALS ON SENIOR SECONDARY
ONE STUDENTS' INTEREST AND ACHIEVEMENT IN GEOMETRY IN
JOS METROPOLIS, PLATEAU STATE, NIGERIA
Habila Elisha Zuya (PhD)1,Bala Galle Attah (PhD)2, Dashe Naanman3
1& 2
Department of Science and Technology Education, University of Jos, Nigeria
3
Department of Mathematics, College of Education Gindiri, Plateau State, Nigeria
[email protected]
Abstract
The study investigated the effects of manipulative materials on senior secondary one students' interest
and achievement in geometry in Jos metropolis, plateau state, Nigeria. A non-randomized pre-test
post-test quasi-experimental control group research design was adopted for the study. The population
for the study comprised of 4,892 senior secondary one students in 22 public secondary schools in the
study area. In the study, a school was purposively sampled from the 22 schools and a sample of 58
senior secondary one students participated in the study. Four research questions were raised to guide
the study and four null hypotheses were formulated and tested at 0.05 level of significance. Two
instruments namely: Geometry Interest Questionnaire (GIQ) and Geometry Achievement Test (GAT)
were used to collect data for the study. The treatment lasted for three weeks. Data collected were
analyzed using mean, standard deviation, and ANCOVA through statistical packages for the social
sciences (SPSS) version 20.0. Findings of the study showed that there was a significant difference
between the interest scale mean scores of the experimental and control groups in favour of the
experimental group. Also, there was a significant difference between the achievement mean scores of
the experimental and control groups in favour of the experimental group. Again, it was revealed that,
there was no significant difference between male and female participants interest mean scores and
achievement mean scores in geometry. One of the recommendations was that, Mathematics teachers
should use manipulative materials in teaching geometry to enable students participate actively in the
learning process for better achievement.

Key words: Manipulative materials, Interest and Achievement in Geometry.

Introduction Benin conference of January 1977 and the

In Nigeria, several educational reforms have emergence of New School Mathematics (NSM).
targeted students' achievement in Science, These unprecedented measures were largely
Technology and Engineering with Mathematics motivated by evidences pointing towards
as the pivot. Some of these reforms date back to pedagogical issues, inadequate instructional
pre-independence era with the introduction of materials, poor teaching methodology,
western education into Nigeria, foreign reforms manpower shortage with its attendant effect on
movement and the impact on Nigeria, reforms in students' interest and achievement in
Africa Mathematics Programme (AMP) where Mathematics. Hence, the need to fashion out
Nigeria played a very active role. Other reforms measures that will help arouse students' interest
include the reform by the Nigerian Educational thereby improving their achievement in
Research Council (NERC) now called Nigerian Mathematics.
Educational Research and Development Council Mathematics as a subject is globally
(NERDC) which was saddled with the recognized as an important discipline that can be
responsibility of modernizing the school applied in the field of science, medicine, law,
curriculum including that of Mathematics, the social sciences, languages, engineering,

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t e c h n o l o g y, t r a n s p o r t a t i o n a n d mathematical background for further education
telecommunication among others to better the and to stimulate and encourage creativity in
quality of life of the people. Kurumeh, students (Lassa, 2012). Therefore, for any nation
Abarakpo, Odoh and Ikyereve (2016) describe to survive and develop, serious attention has to
Mathematics as a fundamental support for all be accorded to the teaching and learning of
scientific investigations and activities of human Mathematics at the pre-tertiary levels of
development. Mathematics in its dynamism is education.
integrated into all other disciplines. It is the Geometry is one of the components of
science that develops explicitly other kinds of Mathematics that plays very crucial role in
sciences such as Physics, Chemistry, Biology, schools. The study of geometry helps students to
Economics, Sociology, Psychology and develop skills of critical thinking, problem
Astronomy. This has been established by solving ability and deductive reasoning skills.
scholars from diverse fields of studies because of The study of geometry helps students to
the unlimited opportunities it provides (Kapasa, understand and know how to apply the
Bobby & Mulendema, 2015). For instance, in the relationship between shapes and sizes and by so
field of physical sciences, mathematical doing provides them with the opportunity to use
knowledge and skills are required for such knowledge in their daily lives (Bender &
experiments and practical works in the Beller, 2012). The study of geometry also helps
laboratories and technological workshops. to enhance students' creativity. This implies that,
Similarly in Economics, mathematical it helps students to construct and make their
knowledge and skills are used in building of creative thinking come to life. For instance,
models to eliminate or bound recessions and students who desire to make career in fields such
inflations, select portfolio of stocks, investigate as, architecture, building engineering, civil
economic and population growth (Lassa, 2012). engineering, mechanical engineering and
It is for this reason that the Nigerian government surveying among others require the knowledge
made the study of Mathematics compulsory in of geometry to enable them design structures,
the school curricula both at the primary and buildings, roads, bridges, flyovers and sky
secondary levels of education. crappers with interesting and fascinating shapes
Mathematics occupies a very crucial and sizes.
position in the school curricula because its study In spite of the importance of
helps to build in students solid foundation for Mathematics, the achievement of students in the
everyday living and to develop computational subject both at national and international
skills in them (Attah, 2016). It helps to foster the examinations have not been impressive,
desire and ability in students to be accurate in especially geometry (Abakpa & Igwue,
solving problems to the degree relevant to the 2013).For instance, the West African
task at hand. The study of Mathematics also Examinations Council (WAEC) chief examiners'
helps to develop in students the ability to reports of May/June from 2011- 2020 identified
recognize problems and solve them with related geometry as one of the components of
mathematical knowledge. Mathematics helps to Mathematics in which students have not been
develop precise, logical and abstract thinking achieving satisfactorily. The WAEC chief
ability in students. It provides necessary examiners' report further revealed that, problems

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involving geometry were either poorly the cognitive aspect of the learner, they also
attempted or completely avoided by students due enhance the development of psychomotor skills
to lack of understanding of the concept. Fabiyi (Cope, 2015). This, it does by addressing several
(2017) asserted that the greatest challenge of senses of the learner such as sight, touch or
students in learning geometry include: lack of hearing within and outside the classroom
knowledge of proof by students, lack of (Hakki, 2016). The question now is how
background knowledge, poor reasoning skills in adequate and effective are these materials?
geometry, geometric language comprehension, The problem of inadequate and
lack of visualizing abilities, teachers' method of ineffective usage of manipulative materials seem
instruction, as well as inadequate supply of to hinder students from understanding the basic
manipulative materials. mathematical principles, computations or the
Manipulative materials are materials underlying processes that gave rise to the
designed to provide concrete experiences that mathematical facts in geometry. It also creates in
can help students make the link between the students the inability to understand what the
mathematical concepts and the real world. question demands, lack the knowledge of what to
Manipulative materials are concrete models that do, and how to proceed in finding solutions to
incorporate mathematical concepts, appeal to geometric problems. This problem is attributed
several senses of the human and can be touched to the teachers' inability to use appropriate
and moved around by students (Moore, 2013). teaching approach to teach geometry which
They are objects that can be handled by an results in lack of interest and poor achievement
individual in a sensory manner during which of students in Mathematics (Okigbo &
conscious and unconscious mathematical Okeke;2011). Students' lack of interest in
thinking can be fostered. Iji, Abakpa & Takor geometry in secondary schools has not just been
(2015), viewed manipulative materials as any a matter of concern to mathematics educators
material designed for teaching and learning that (Telima, 2011), but it has been pointed out by
can actively engage students in Mathematics many researchers as one of the factors
learning process to foster critical thinking ability. responsible for poor achievement of students in
Manipulative materials are concrete learning Mathematics (Iji, Ogbole, & Uka, 2014).
objects that allow students to comprehend Studies by Musa and Dauda (2014)
abstract concepts through concretizing them and showed that in West African Senior School
help to establish relationships between the Certificate Examinations (WASSCE) General
manipulative materials and abstract Mathematics, questions involving geometry
mathematical concepts (Hakki, 2016). Furner have an average mark of 41% with 15% of the
and Worrell (2017), defined manipulative marks from 15 objective test questions while
materials as physical objects that are designed to 26% of the marks are from five essay questions
represent explicitly and concretely mathematical which sum up to 41%. It is evident here that when
ideas that are abstract. They are materials that a student does not perform well in geometry
facilitate teaching and learning and provide related problems, the tendency is that such a
positive contributions to conceptualization and student may not be able to obtain credit pass in
interpretation processes in students. Thus, Mathematics. Thus, such a student on
manipulative materials do not only contribute to completion of secondary education may not be

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able to gain admission into higher educational Examinations Council of 2018show an
institutions where skilled, versatile, quality and unimpressive picture of students' achievement in
resourceful labour force are trained for the Mathematics at the senior school certificate
economic and socio-political development of a examinations. For instance, students'
nation (Musa & Dauda, 2014). When students achievement in Mathematics at the Senior
after completion of secondary education fail to School Certificate Examinations (SSCE) in the
obtain admission into higher institutions due to years 2011-2020 show a very unstable and
their inability to obtain credit pass in worrisome achievement of students in
Mathematics at WASSCE, the tendency is that, Mathematics. Thus, the percentage pass at credit
the society may be left with young men and level in Mathematics for 2011-2015 ranged from
women who are supposed to be in school but are 39.57-38.68. The trend between 2011-2015
now roaming about the streets thereby shows a percentage pass of less than 50 in
constituting serious menace to the society. Most Mathematics which is quite disheartening for a
of these young men and women may resort to country like Nigeria that is aspiring to be the
stealing, involvement in drug related crimes, educational giant of Africa and that of the world.
prostitution, rape perpetrators and victims, However, there was an improvement between
kidnapping, banditry, internet fraudsters, and 2016 and 2017 with percentage pass of 52.97 and
militancy among others. Again, some of these 59.22 respectively, which needs to be sustained.
idle young men and women may be recruited by In 2018, there was a reoccurrence of the down
crisis merchants or entrepreneurs to be used to ward trend where the percentage pass in
cause problems in the society such as those Mathematics was 49.98. This is not encouraging
recruited to become members of Boko Haram, and as such there is the need to put in conscious
suicide bombers, armed robbers as well as those efforts to address the problem.
who may be deployed by politicians to serve as Gender difference in achievement
political thugs. Thus, the study hopes to come up between male and female students in the subject
with interventions through the use of has also become a global point of debate that has
manipulative materials that might help to reduce dominated most Mathematics education
the apathy, fears and abstractness of researches. Literature on students' achievement
Mathematics to students, thereby possibly in Mathematics with respect to gender has
generating and sustaining students' interest in continued to be of interest and remain
Mathematics for improved achievement. inconclusive (Stoet & Geary, 2013). Ali and
Okigbo and Okeke (2011) identified Bhagawati (2014) observed that male achieved
factors responsible for poor achievement of better than their female counterparts in
students in geometry to include, lack of teachers' Mathematics. The greatest differential in
knowledge of the content area in geometry, poor achievement between male and female is
teaching methodology, absence of interest on the exhibited in geometry. This is because male
part of the learners, perception that geometrical students were observed to display greater
proofs are difficult to comprehend, teachers' confidence and ability in solving geometric
quality and quantity, large class size and problems, which is a strong predictor of
inadequate instructional materials in schools. Mathematics achievement (Timayi, Ibrahim &
The annual reports of the West African Sirajo , 2016). Studies by Linderberg, Hyde,

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Petersen and Linn (2010) ascertained that gender Mathematics between 2011-2018 ranged
differentials among male and femalestudents between (39.57-59.22), which portrays an
were converging, indicating that the gap is unstable and worrisome achievement in
reducing. This view was upheld by Alex and Mathematics for a country like Nigeria, which is
Mammen (2014) who found no significant aspiring to engender quality education to its
difference between the achievement of male and citizenry as enshrine in agenda 4 of the
female students in Mathematics. However, Sustainable Development Goals (2015).
gender differentials in Mathematics and Science If this frequent low achievement in
continue to exist in most countries of the world, Mathematics by students remains unchecked,
Nigeria inclusive (Zeigler, Stoeger, Harder, the tendency is that the country may not be able
Park, Portesowa & Parath, 2014). It becomes to produce skilled, versatile, quality and
necessary therefore to look for interventions that resourceful manpower needed for the economic
could be used to arouse and sustain students' and socio-political development of Nigeria. This
interest in geometry irrespective of gender so as is consequent upon the fact that, without credit
to improve their achievement in Mathematics pass in Mathematics, students on completion of
generally. their secondary education cannot proceed to
Statement of the Problem higher educational institutions where highly
Reports from researches and data from skilled workforce in Science, Technology, and
the West African Examinations Council Engineering needed for today's global economy
(WAEC) showed students' low interest in are produced. In response to this, the study seeks
geometry and poor achievement in WASSCE to explore how the use of manipulative materials
General Mathematics in Nigeria. Although affects senior secondary one students' interest
attempts have been made through researches by and achievement in geometry.
scholars and other organized bodies, such as the Aim and Objectives of the Study
Mathematical Association of Nigeria (MAN), The aim of the study is to investigate the
Science Teachers Association of Nigeria effects of manipulative materials on senior
(STAN), National Mathematical Centre (NMC) secondary one (SSI) students' interest and
through workshops, seminars, symposia and achievement in geometry in Jos Metropolis,
conferences geared towards improving students' Plateau State, Nigeria. Specifically, the study
achievement in Mathematics, such efforts do not seeks to:
1. Find out the post-test interest scale mean
appear to have yielded the desired results.
scores of SSI students in geometry in the
Okigbo and Okeke (2011) identified geometry as
experimental and control groups.
one of the components of Mathematics in which 2. Examine the post-test achievement mean
students have low interest and achieve poorly. scores of SSI students in geometry in the
This problem is attributed to teachers' inability to experimental and control groups.
employ appropriate instructional approaches in 3. Determine the difference between the
teaching geometry which results to lack of post-test interest scale mean scores of
interest and low achievement in Mathematics, SSI male and female students in
particularly geometry (Nwoke, 2017). geometry in the experimental group.
According to WAEC chief examiners' reports 4. Find out the difference between the post-
(2018), the percentage pass at credit level in test achievement mean scores of SSI
male and female students in geometry in
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the experimental group. Metropolis, Plateau state, Nigeria. It comprises
Research Questions of 2,510 male and 2,382 female students in SS1
The following research questions were
in the study area. The justification for the choice
answered in the study:
1. What are the post-test interest scale mean of senior secondary one (SS1) for the study is
scores of SSI students in geometry in the that, it is at this level that students are exposed to
experimental and control groups? senior secondary school Mathematics syllabus
2. What are the post-test achievement mean preparatory to Senior School Certificate
scores of SSI students in geometry in the Examinations (SSCE). It is equally at the senior
experimental and control groups? secondary school level that geometry is taught to
3. To what extent does the interest scale students to enable them have the understanding
mean scores of SSI male and female of how to organize and control variables
students in geometry in the experimental mentally in a systematic manner. The knowledge
group differ after treatment? of geometry at the senior secondary school level
4. To what extent does the post-test
also helps students to apply the idea in solving
achievement mean scores of SSI male
daily life problems such as; having a deeper
and female students in geometry in the
understanding of the structure of their physical
experimental group differ?
environment as well as exposing them to the
fundamental development of the measuring
Hypotheses processes. A sample of 58 SS1 students was
The following null hypotheses were selected from Government Secondary School
formulated and were tested at 0.05 level of Township, Jos using purposive sampling
significance: technique. The sample comprised of 28 male and
1. There is no significant difference between
30 female students from two arms of SS1 class in
the post-test interest scale mean scores of
the school for the experiment. The choice of
SSI students in geometry in the
purposive sampling technique for the study was
experimental and control groups.
2. There is no significant difference between because the school selected possess
the post-test achievement mean scores of characteristics the researcher seeks to study and
SSI students in geometry in the the participants were assessable. Other
experimental and control groups. characteristics of interest to the research include:
3. There is no significant difference the school has two arms of SSI, and the school is
between the post-test interest scale mean co-educational in nature.
scores of SSI male and female students in Two instruments were used to collect
geometry in the experimental group. data for the study namely; Geometry Interest
4. There is no significant difference Questionnaire (GIQ) and Geometry
between the post-test achievement mean scores Achievement Test (GAT). GIQ consisted of two
of SSI male and female students in geometry in sections; section A and Section B. The section A
the experimental group. GIQ sought for information on gender of the
Methodology participants while Section B consisted of 30
The study used the non-randomized pre-
items which elicited information on interest of
test post-test quasi-experimental control group
students in geometry. GAT on the other hand
design. The population of the study was 4,892
consisted of 50 multiple choice items with
SSI students in 22 public schools in Jos
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options A-E covering both lower and higher obtain the reliability of GAT which is 0.890 and
order questions. The lower order questions both instruments were found to be reliable. Data
covered knowledge and comprehension of the collected were analysed using mean, standard
cognitive domain while questions involving deviation, and Analysis of Covariance
higher thinking processes covered application (ANCOVA) using the Statistical Package for
and analysis. The instruments were validated Social Sciences (SPPS) version 20.0.
content and construct wise by experts. Also, the Results
Research Question One
reliability of each of the instruments was What are the post-test interest scale mean scores
obtained. Crombach Alpha method was used to of SSI students in geometry in the experimental
establish the reliability of GIQ which is 0.835 and control groups?
while Kuder Richardson-20 (KR-20) was used to

Table 1
Post-Test Interest Mean Scores and Standard Deviation Scores of the Experimental and
Control Groups
Group Number Mean Standard Deviation Mean Difference
Experimental 33 73.0000 5.3561 5.3200
Control 25 67.6800 4.8453
Table 1 shows that in the post-test, the when taught using manipulative materials
experimental group had interest mean score of compare to their counterparts in the control
73.0000 with standard deviation score of 5.3561 group who were taught without manipulative
while the control group had interest mean score materials.
of 67.6800 with standard deviation score of Research Question Two
4.8453. The mean difference between the groups What are the post-test achievement mean scores
is 5.3200 in favour of the experimental group. of SSI students in geometry in the experimental
This implies that, the experimental group and control groups?
developed more interest in the learning process
Table 2
Post-Test Achievement Mean Scores and Standard Deviation Scores of the Experimental and
Control Groups
Group Number Mean Standard Deviation Mean Difference
Experimental 33 30.6061 8.1007 6.3661
Control 25 24.2400 6.3066

Table 2 indicates that in the prost-test, the manipulative materials during the learning
experimental group had achievement mean score process compare to their counterparts in the
of 30.6061 with standard deviation score of control group who were taught without
8.1007 while the control group had achievement manipulative materials.
mean score of 24.2400 with standard deviation Research Question Three
score of 6.3066. The mean difference between To what extent does the interest scale mean
the groups is 6.3661 in favour of the scores of SSI male and female students in
experimental group. This implies that, the geometry in the experimental group differ after
experimental group did better in the achievement treatment?
test because of their exposure to the use of

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Table 3
Post-Test Interest Mean Scores and Standard Deviation Scores of the Experimental Group
Based on Gender
Gender Number Mean Standard Deviation Mean Difference
Male 14 73.6154 6.6900 1.6154
Female 19 72.6000 4.4296
Table 3 shows that in the post-test of the more interest in learning geometry when taught
experimental group, male students had interest using manipulative materials compare to the
mean score of 73.6154 with standard deviation female students.
score of 6.6900 while female students had
interest mean score of 72.6000 with standard Research Question Four
deviation score of 4.4296. The mean difference To what extent does the post-test achievement
in terms of gender is 1.6154 in favour of the male mean scores of SSI male and female students in
students. This implies that, male students had geometry in the experimental group differ?
Table 4
Post-Test Achievement Mean Scores and Standard Deviation Scores of the Experimental
Group Based on Gender
Gender N Mean Standard Deviation Mean Difference
Male 14 29.5385 5.3012 1.7615
Female 19 31.3000 9.5647

Table 4 indicates that in the post-test of the achieved better in geometry when instructed
experimental group, male students had using manipulative materials compare to their
achievement mean score of 29.5385 with male counterparts.
standard deviation score of 5.3012 while female
students had achievement mean score of 31.3000 Hypothesis One
with standard deviation score of 9.5647. The There is no significant difference between the
mean difference in terms of gender is 1.7615 in post-test interest scale mean scores of SSI
favour of the female students. This implies that, students in geometry in the experimental and
female students in the experimental group control groups.

Table 5
ANCOVA Analysis of the Post -Test Interest Mean Scores of Students in Geometry in the
Experimental and Control Groups
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 1023.796a 2 511.898 32.729 .000
Intercept 1482.140 1 1482.140 94.764 .000
Pre-GIQ 621.219 1 621.219 39.719 .000
Group 332.767 1 332.767 21.276 .000
Error 860.221 55 15.640
Total 291853.000 58
Corrected Total 1884.017 57
a. R Squared = .543 (Adjusted R Squared = .527)

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Table 5 reveals that the F-value of 21.276 and learning process than their counterparts in the
associated P-value of .000 were obtained. Since control group who were instructed without
the P-value of 0.000 is less than 0.05. This shows manipulative materials.
that there was a significant difference between
the post-test interest scale mean scores of Hypothesis Two
students in geometry in the experimental and There is no significant difference between the
control groups in favour of the former. This post-test achievement mean scores of SSI
means that, students in the experimental group students in geometry in the experimental and
who are exposed to learning geometry using control groups.
manipulative materials had more interest in the

Table 6
ANCOVA Analysis of the Post -Test Achievement Mean Scores of Students in Geometry in
the Experimental and Control Groups
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 814.726a 2 407.363 7.956 .001
Intercept 3760.426 1 3760.426 73.441 .000
Pre-GAT 238.268 1 238.268 4.653 .035
Group 633.788 1 633.788 12.378 .001
Error 2816.171 55 51.203
Total 48656.000 58
Corrected Total 3630.897 57
a. R Squared = .224 (Adjusted R Squared = .196)

Table 6 reveals that the F-value of 12.378 and than their counterparts in the control group who
associated P-value of .001 were obtained. Since were taught without manipulative materials.
the P-value of 0.001 is less than 0.05. This shows
that there was significant differences between Hypothesis Three
the post-test achievement mean scores of There is no significant difference between the
students in geometry in the experimental and post-test interest scale mean scores of SSI male
control groups. This implies that, students in the and female students in geometry in the
experimental group who were taught geometry experimental group.
using manipulative materials achieved better

Table 7
ANCOVA Analysis of the Post -Test Interest Mean Scores the Experimental Group Based on
Gender
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 733.511 a 2 366.756 59.639 .000
Intercept 508.792 1 508.792 82.736 .000
Pre-GIQ 725.388 1 725.388 117.957 .000
Gender .581 1 .581 .094 .761
Error 184.489 30 6.150
Total 176775.000 33
Corrected Total 918.000 32
a. R Squared = .799 (Adjusted R Squared = .786)

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Table 7 reveals that the F-value of .094 and both male and female students had positive
associated P-value of .761 were obtained. Since interest in learning geometry.
the P-value of .761 is greater than 0.05. This Hypothesis Four
shows that there was no significant difference There is no significant difference between the
between the post-test interest scale mean scores post-test achievement mean scores of SSI male
of male and female students in geometry in the and female students in geometry in the
experimental group. This entails that, the use of experimental group.
manipulative materials was gender friendly as
Table 8
ANCOVA Analysis of the Post -Test Achievement Mean Scores the Experimental Group
Based on Gender
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 506.540a 2 253.270 4.769 .016
Intercept 1015.100 1 1015.100 19.113 .000
Pre-GAT 482.092 1 482.092 9.077 .005
Gender 83.496 1 83.496 1.572 .220
Error 1593.339 30 53.111
Total 33012.000 33
Corrected Total 2099.879 32
a. R Squared = .241 (Adjusted R Squared = .191)

Table 8 reveals that the F-value of 1.572 and participants who were taught using manipulative
associated P-value of .220 were obtained. Since materials had positive interest in geometry than
the P-value of .220 is greater than 0.05. This those taught with lecture method. This was
shows that there was no significant difference evident in the mean difference of 5.3200 in
between the post-test achievement mean scores favour of the experimental group. This implies
of male and female students in geometry in the that, the experimental group developed more
experimental group. This means that, the use of interest in the learning process compare to their
manipulative materials was gender friendly as counterparts in the control group after treatment.
both male and female students achieved better The revelation is related to the findings by
when instructed using manipulative materials. Sutton, 2012; Iji, Abakpa, and Takor 2015 who
found out that, the use of manipulative materials
Discussion of Results during mathematics instruction increases and
As a result of the benefits of mathematics sustains students interest in mathematics. Also,
to Science, Technology, Economy and Socio- in terms of achievement between students in the
political development of the society, the subject experimental and control groups, there was a
should therefore be taught to students in an mean difference of 6.3661 in favour of the
active, thought provoking and meaningful experimental group. This implies that, the
manner that will enable students grasp concepts experimental group did better in the achievement
taught to them. The study was therefore carried test than their counterparts in the control group.
out to investigate the effects of manipulative The finding is related to Larbi and Mavis, 2016
materials on senior secondary one students' who found out that the use of manipulative
interest and achievement in geometry in Jos materials have positive effect on students'
Metropolis, plateau state, Nigeria. To achieve achievement which aids in the cognitive
this aim, students in the experimental group were development by allowing students to observe,
taught geometry using manipulative materials model, construct and internalize mathematical
while those in the control group were taught the ideas and concepts for improved achievement.
same concept without the use of manipulative Also in terms of gender, there was a mean
materials. difference of 1.7615 in favour of the female
Findings from the study revealed that participants of the experimental group in

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Science 58th
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Vol. 49, Conference
No 3, September. 2022
geometry achievement test (GAT). This means mathematics. This position is contrary to the
that, the female participants did better in GAT findings from the study conducted by Rababh,
when compared to their male counterparts but it Veloo and Perumal (2014) who concluded that
was not significant. female students performed better than their male
Similarly, in the experimental group in counterparts in problem solving in mathematics.
table 5, it was revealed that F(21.276) = P = Conclusion
0.000, P > 0.05 which shows that null hypothesis Based on the findings of this study, it is
of no significant difference was rejected. This concluded that SSI students taught geometry
implies that, there was a significant difference of using manipulative materials developed positive
the post-test interest scale mean scores of interest and achieved better than their
students in geometry in favour of students in the counterparts taught same concept using lecture
experimental group. Also, in the experimental method. Also, the interest and achievement of
group in table 6, it was revealed that F(12.378) = male and female students is not different when
0.001, P < 0.05 which shows that null hypothesis exposed to learning using manipulative
of no significant difference was rejected. This materials which implies that the strategy is
shows that there was a significant difference gender friendly in terms of interest and
between the post-test achievement mean scores achievement.
of students in geometry in favour of students in
the experimental group. Again, in the Recommendations
experimental group in table 8, it was revealed In the study, some recommendations
that F(I.572) = P = 0.220, P > 0.05 which shows were made based on the findings. They are as
that the null hypothesis of no significant follows:
difference was retained . This implies that, the 1. Mathematics teachers should use
use of manipulative materials is gender friendly manipulative materials in teaching
in terms of achievement. The finding is geometry to enable SSI students
consistent with the study conducted by Shafiq participate actively in the learning
(2013) on the effects of gender performance in process for improved achievement.
algebra, geometry, and trigonometry and found 2. Mathematics teachers should also use
no gender difference in the overall students' manipulative materials in teaching other
performance. Research evidence like that of components of Senior School
Mutai (2016) and Tiamiyu, Ibrahim and Sirajo Mathematics where students exhibit
(2016) also ascertained that there is no gender weakness.
difference in students' performance in

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Alex, J. K., & Mammen, K. J. (2014). Gender differentials amongst South African senior school
learners' geometric thinking levels. Mediterranean Journal of Social Sciences, 5(20), 1908-
1914.

Ali, I., & Bhagawati, S. (2014). Performance of Geometry among the Secondary School Students of
Bhurbandha CD Block of Morigaon District, Assam, India. International Journal of
Innovative Research and Development, 3(11), 102-112.

Attah, B. G.(2016). An Evaluation of Remedial Mathematics Programme in the University of Jos,

Nigeria. An Unpublished Thesis.

Bender, A., & Beller, S. (2012). Nature and culture of finger counting: Diversity and effects of an
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M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

Cope, L. (2015). Mathematical manipulatives: Making the abstract tangible. Delta Journal of
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Fabiyi, T. R. (2017). Geometry concepts in mathematics perceived difficult to learn by senior school
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Furner, M. Z., & Worrell, L. N. (2017). The importance of using manipulatives in teaching mathematics
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Hakki, K. (2016). The effect of manipulatives on mathematics achievement and attitude of secondary
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Iji, C. O., Abakpa, B. O., & Takor, D. I. (2015). Utilizing mathematical manipulatives to improve upper
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Association of Nigeria, 40 (1), 300-309.

Iji, C. O., Ogbole, P. O., & Uka, N. K. (2014). Effect of improvised instructional materials on students'
achievement in geometry at upper basic educational level in Makurdi metropolis, Benue State,
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Kapasa, J. E., Bobby, S., & Mulendema, P. J. (2015). Problems faced by students and lecturers in
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the copper belt province. Zambia Journal of Education and Practice, 6(17), 137-146.

Kurumeh, M. S, Obrakpa, J. S., Odoh, C. O., & Ikyereve, R. O. (2016). Enhancing senior school
students achievement in geometry through the utilization of Rusbult problem solving model in
Keffi metropolis, Nasarawa state. Merit Research Journal of Education and Review, 4(6), 65-
70.

Larbi, E., & Mavis, O. (2016). The use of manipulatives in mathematics education. Journal of
Education and Practice, 7(36), 53-61.

Lassa, P. N. (2012). The teaching of mathematics for Nigerian secondary schools. Jos: Fab Anieh.

Linderberg, S. M., Hyde, J. S., Peterson, J. L., & Linn, M. C., (2010). New Trends in Gender and
Mathematics Performance: A meta-analysis. Psychology Bulletin,136(6), 1123-1135.

Moore, S. D. (2013). Teaching with manipulatives: Strategies for effective instruction. Colorado
Mathematics Teacher. Fall issue, Available at www.cctmath.org.

Musa, M.,& Dauda, S. E. (2014). Trend analysis of students' mathematics performance in West African
Senior School Certificate Examination from 2004–2013:Implication forNigeria's Vision 20:
2020.

Mutai, C. C. (2016). Gender difference in mathematics performance among secondary school students
in Bureti Sub-County, Kericho County Kenya. Master's Thesis Kenyatta University, Kenya,

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No 3, September. 2022

Nwoke, B. I. (2017). Enhancing secondary school students' achievement in mathematics using peer
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42 (1), 406-415.

Okigbo, E. C., & Okeke, O. C. S. (2011). Effects of games and analogies on students' interest in
mathematics. Journal of Science Teachers' Association of Nigeria, 46 (1), 101-112.

Rababh, B. S. H., Veloo, A. & Perumal, S.(2014). The role of difficulty and gender in numbers,
algebra, geometry and mathematics achievement. AIP Conference Proceedings 1660, 050076
(2015); doi: 10.1063/1.4915709:http://dx.doi.org/10.10-64/1.4915709.

Shafiq, H.(2013). Effects of gender on algebra, geometry, and trigonometry performance in Public
New York State High School in Grades 9-12. Doctoral dissertation, Columbia University.

Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are
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8(3), 1-10.

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Telma, A. (2011). Problems of teaching and learning of geometry in secondary schools in River State,
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Timayi, J. M., Ibrahim, M. O., & Sirajo, A. M. (2016). Gender differentials in students' interest and
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Zeigler, A., Stoeger, H., Harder, B., Portesowa, S., & Parath, M. (2014). Gender difference in
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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022
TEACHER'S COMMUNICATION SKILLS AND CLASSROOM
INTERACTIONS TOWARDS SCIENCE AND MATHEMATICS
CONTENT DELIVERY IN LAGOS STATE, NIGERIA
Debo Sulaimon Arikewuyo1, Afeez Adedamola Arikewuyo2 and Mojeed Adeleke Arikewuyo3
1
Lagos State Education District (III), Falomo, Ikoyi, Lagos, Nigeria; 2Lagos State Universal Basic Education Board,
Ojo, Lagos and 3Postgraduate Student, University of Lagos.
[email protected]

Abstract
This study was designed to investigate teachers' communication skills and classroom interactions
towards Science and Mathematics content delivery in Lagos State, Nigeria. The study adopted a
descriptive survey research. The study sample consists of sixty respondents randomly drawn across all
the six Education Districts. The instrument used for data collection was 19-item Teachers
Communication Skills and Content Delivery Questionnaire developed by the researchers and the
respondents were able to access the Online Google form via the link created. It was duly validated and
the reliability index gave 0.77 using Cronbach Alpha formula. Three research questions were raised
and three research hypotheses were generated which were tested at 0.05 level of significance using
Analysis of Variance (ANOVA). The respondents comprise 35 male and 25 female teachers. The results
of the study revealed that there was no significant difference between male and female teachers'
communications skills and their level of classroom interactions. However, this study favored the male
teachers than their female counterparts in terms of Science and Mathematics Content delivery. It was
therefore recommended that teachers should embrace excellent communication skills and best
classroom interaction practices towards effective Science and Mathematics content delivery.

Key words: Classroom Interactions, Communication, Mathematics, Science

Introduction development of Mathematics. This is why it is
Communication is a broad term which have been known as the base of human civilization. It is
interpreted by different researchers depending also the language of all material science and the
on the context of usage. In recent times, the term center of all Engineering branches which revolve
is used in the Information Technology circle to around it. Rohid, Suryaman and Rusmawati
connote Information Communication (2019) revealed that Mathematics is generally
Technology (I.C.T) skills which every digital identical to the calculation of figures and
teacher needs to know how to use, adopt and formulas; giving rise to the notion that
adapt for teaching and learning in a face-to-face communication skills cannot be built on learning
setting, virtual learning platforms or a hybrid Mathematics. Communication skills are very
classroom setting in the 21st century and beyond. important in the learning of Mathematics.
Dharmendra (2017) noted that Carl Friedrich Mathematical Communication is one of the
Gauss referred to Mathematics, as the queen of standard processes in Mathematics learning
science but unfortunately students fear from this proposed by the National Council of Teachers of
queen. Although, the subject is very essential to Mathematics (NCTM, 2000). Mathematical
the growth of many other disciplines. The Communication Skills (MCS) refer to the
science of Mathematics depends on the mental student's ability to:
ability. It is the means to develop the thinking (i) arrange and link their Mathematics thinking
power and reasoning intelligence which shares through communications.
(ii) communicate their logical and clear
the mind and makes it creative. The development
Mathematical thinking to their friends, teachers
of human beings and their culture depend on the and others.

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(iii) analyze and assess Mathematical thinking written verbal symbols square measure called
and strategies used by others; and Language. Also, verbal communication is highly
(iv) use Mathematical language to express structured and uses formal rules of grammar.
Mathematical ideas correctly (NCTM, 2000). Non-verbal Communication include all human
In contemporary terms, Science is a system of communication that is neither spoken nor
acquiring knowledge based on the scientific written. Non-verbal behaviour is expressed
process or method in order to organize a body of either consciously or unconsciously through
knowledge gained through research. Science is a signs, actions, object, language, symbols, or
continuing effort to discover and increase gestures.
knowledge through research. Scientists make Ogbu (2011) noted that the predominant way in
observations, record measurable data related which classroom interaction occurs is called
their observations and analyze the information at interaction pattern. Interaction pattern is a way in
hand to construct theoretical explanations of the which messages are transmitted successfully
phenomenon involved (Extracts from between teachers and students to achieve
www.explorable.com dated 18th April, 2022). instructional objective in the classroom. The four
Sng Bee (2012) opined that effective major classification of classroom interaction
communication skills are important for a teacher patterns according to Ogbu (2011) are as
in transmitting of education, classroom follows:
management and interaction with the students in (i) Teacher-student interaction pattern: an
the class. Teacher must teach the students who interaction between the teacher and individual
have different thinking approaches. To teach in students or group of students.
accordance with the ability and capability of the (ii) Students-students interaction pattern: that is
students, a teacher needs to adopt such skills of where students react to each other actions,
communication which motivate the students attitude, and opinions during class session; it is
toward their learning process. Arikewuyo (2010) further classified as co-operative, competitive
identified that one of the characteristics of a good and individualistic interaction pattern.
teacher is effective communication. The teacher (iii) Teacher-material interaction pattern: that is
should be able to communicate effectively with when the teacher is manipulating instructional
the learners. The National Policy on Education materials, machines, and equipment for the
stressed the importance of language as a means purpose of skill learning or in other to stress a
of promoting social interaction and national point or clarify some issues for the students.
cohesion; and preserving cultures (FRN, 2004). (iv) Student-material interaction pattern: when
Singh (2019) revealed that effective teaching students look on instructional materials,
depends on numerous factors e.g. the teacher's machines and equipment solve practical
ability to communicate well. Communication is problems or experiment with specimen or
the art of transmission of information, ideas and models.
attitudes from one person to another. Classroom interaction pattern is an instructional
Communication and its advancement are vital to strategy whereby the teacher ensures that teacher
modern civilization. Communication can be ensures that the above interaction patterns are
v e r b a l o r n o n - v e r b a l f o r m s . Ve r b a l effectively applied in each lesson delivery
communication involves the use of symbols that (Nnorom and Erhabor (2019).
have universal meaning for all those who are
taking part in the process. Verbal communication
may be spoken or written. These spoken or

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No 3, September. 2022

Strategies for promoting Classroom classroom interactions are part of the 21st century
Interaction core skills. It promotes active participation;
Jia (2013) itemized five strategies for promoting enhance learning and retention. It motivates the
classroom interaction. They are as follows: learners to learn independently.
1. Improving Questionnaire strategies – The
attention of the teacher to the learners can Statement of the Problem
activate the teacher-learner interaction. The Science and Mathematics teaching requires
teacher should ask the question that can be teachers who are fundamentally grounded in the
answered by the learners then the teacher adapt content areas of the subject matter. This is
his questions to the levels or abilities of the important so that the teachers can be able to
learners. effectively demystify the abstract nature of the
2. Attending to Learners linguistic level – The topics to be taught in Science and Mathematics
activities should offer different language level to and make learners appreciate the real application
different learners. The used material reflects the to their everyday life activity. Teachers' inability
unique needs of those learners at the level they to effectively communicate and utilize
have reached. classroom interactive technique can adversely
3. Implementing Cooperative learning – affect their content delivery. This culminates to
Working cooperatively can helps development students' dislike of studying Science and
of learner's social skills. Cooperative learning Mathematics related courses. Therefore, this
means that every member of the group is study tends to address this issue by offering ways
included and differences among group member and strategies for better teacher communication
are resolved by the group members. skills and classroom interactions towards
4. Building Positive Teacher-Learner Rapport – Science and Mathematics content delivery.
Mutual respect between teacher and learners is Aim and Objectives of the Study
essential part of education. The dynamic This study is aimed at investigating teachers'
qualities of classroom learning need is the communication s kills and clas s ro o m
responsibility of the teacher and learner. interactions towards Science and Mathematics
5. Reducing Classroom Anxiety – The teacher content delivery in Lagos State, Nigeria.
helps the learners to boost their self-esteem and Specifically, the objectives of this study are:
self-confidence and create comfortable and non- (1) to find out if there is any significant
threating environment. difference between the communication
skills of Male and Female teachers.
(2) to determine whether there is any
Benefits of Teacher Communication Skills
significant difference between the level
and Classroom Interactions
of classroom interactions of Male and
It is worth to note that through education,
Female teachers.
individuals acquire knowledge, skills and
(3) to find out if there is any significant
attitudes that are necessary for effective living.
difference between Science and
However, to facilitate the process of knowledge
Mathematics content delivery by Male
sharing, teachers and students must
and Female teachers.
communicates appropriately in the classroom
using interactive techniques that best suit
specific objectives and expected academic
outcomes (Chrisantus, 2019; Atuboinoma and
Amadi, 2021). Communications skills and

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Science 58th
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Vol. 49, Conference
No 3, September. 2022

Research Questions SECTION 1: COMMUNICATION SKILLS

The research questions that were raised for this 1. U s e o f g o o d i n t e r p e r s o n a l
study are: communication skills can foster learning
(1) To what extent do Male teachers' in Mathematics and Science related
communication skills differ from their subjects
Female counterparts? 2. Learners can be properly engaged by
(2) Do Male teachers have better classroom their teacher who is endowed with
interactions than their Female excellent communication skills.
counterparts? 3. Teachers communication skills express
(3) Are Science and Mathematics content self confidence in content delivery.
better delivered by Male or Female 4. Communication skills foster learners'
teachers? learning in groups.
5. Effective use of teaching strategies is an
Research Hypotheses indication of the teacher's
The null research hypotheses that were communication skills.
generated for this study are: 6. Good communication skills lead to
(1) There is no significant difference active participation of learners.
between the communication skills of 7. Communication Skills promote effective
Male and Female teachers. classroom management.
(2) There is no significant difference
between the level of classroom SECTION 2: CLASSROOM
interactions of Male and Female INTERACTIONS
teachers. 8. Difficulties in Mathematics and Science
(3) There is no significant difference related subjects can be tackled with peer-
between Science and Mathematics to-teacher classroom interaction.
content delivery by Male and Female 9. Prompt use of positive reinforcement and
teachers. feedback mechanisms guarantee
effective learning.
Research Method 10. Appropriate use of probing and open-
The instrument adopted for data collection was ended questions builds communication
19-item Teachers Communication Skills and and collaboration among learners.
Content Delivery Questionnaire developed by 11. The learning outcomes can be realized
the researchers and the respondents were able to when there is effective communication in
access the Online Google form using the link. the classroom.
The Google link used for data collection was 12. Learning resources can be locally
forwarded to the respondents via the WhatsApp sourced or improvised during instruction
platform created so that they can respond to the and can be effectively utilized when the
items: teacher is able to communicate the
https://docs.google.com/forms/d/10ajmr5RFag learning materials effectively.
Bzu0S4Ysm5Lki_1EcCuzI8OrvfZOtELxs. 13. Mathematical and Scientific formula can
The respondents filled the questionnaire online. be learnt easily when the steps involved
The items contained in the questionnaire are as are carefully explained.
follows: 14. Good communication enhances effective
information dissemination to learners.

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SECTION 3: MATHEMATICS AND communicated to the teacher through the

CONTENT DELIVERY relevant bodies.
15. Mathematics and Science related It was duly validated, and the reliability index
brainstorming activities can be gave 0.77 using Cronbach Alpha formula. It
achievable through effective use of adopted a 4-point Likert scale of Strongly Agree
language. (4); Agree (3); Disagree (2) and Strongly
16. Social Interaction is gained through Disagree (1). This study adopted a descriptive
communication and transfer of learning. survey research. The study sample consists of
17. Teacher's communication skills can be sixty respondents randomly drawn across all the
improved upon through micro-teaching six Education Districts in Lagos State, Nigeria.
sessions and paper presentation at Three research questions were raised, and three
conferences. research hypotheses were generated which were
18. Teachers with good communication tested at 0.05 level of significance using Analysis
skills are better time-managers. of Variance (ANOVA). The respondents
19. Periodic changes in Mathematics and comprise 35 Male and 25 Female teachers.
Science curriculum can be

Data Analysis and Result

Research Question 1
To what extent do Male teachers’ communication skills differ from their Female
counterparts?
Table I – Mean and Standard Deviation based on Communication Skills
N Mean Std. Std. Error 95% Confidence Interval for Mean Min. Max.
Deviation Lower Bound Upper Bound

Male 35 3.6122 .31101 .05257 3.5054 3.7191 2.71 4.00

Female 25 3.5314 .31004 .06201 3.4035 3.6594 3.00 4.00
Total 60 3.5786 .31057 .04009 3.4983 3.6588 2.71 4.00
Table I showed that the mean and standard shows that the mean difference between the Male
deviation values of the Male teachers' and Female teachers communication skills is
communication skills is 3.6122 and 0.31101 0.0808. It can thus be deduced that the male
while the mean and standard deviation values of teachers had a higher mean value than the female
the Female teachers' communication skills is teachers though the gap in their standard
3.5314 and 0.31004 respectively. This clearly deviation values is not significant.
Research Question 2
Do Male teachers have better classroom interactions than their Female counterparts?
Table II – Mean and Standard Deviation based on Classroom Interactions
N Mean Std. Std. Error 95% Confidence Interval for Mean Min. Max.
Deviation Lower Bound Upper Bound

Male 35 3.5469 .31658 .05351 3.4382 3.6557 2.71 4.00

Female 25 3.4857 .36187 .07237 3.3363 3.6351 2.71 4.00
Total 60 3.5214 .33459 .04320 3.4350 3.6079 2.71 4.00

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Table II showed that the mean and standard and Female teachers classroom interactions is
deviation values of the Male teachers' classroom 0.0612. It can thus be deduced that the male
interactions is 3.5469 and 0.31658 while the teachers had a higher mean value than the female
mean and standard deviation values of the teachers though the female teachers' classroom
Female teachers' classroom interactions is interactions standard deviation value is slightly
3.4857 and 0.36187 respectively. This clearly higher than their male counterparts but not
shows that the mean difference between the Male significant.

Research Question 3
Are Science and Mathematics content better delivered by Male or Female teachers?

Table III – Mean and Standard Deviation based on Content delivery

N Mean Std. Std. Error 95% Confidence Interval for Mean Min. Max.
Deviation Lower Bound Upper Bound

Male 35 3.4286 .38545 .06515 3.2962 3.5610 2.60 4.00

Female 25 3.1920 .41425 .08285 3.0210 3.3630 2.60 4.00
Total 60 3.3300 .41141 .05311 3.2237 3.4363 2.60 4.00

Table III – showed that the mean and standard teachers' content delivery standard deviation
deviation values of the Male teachers' content value is slightly higher than their male
delivery is 3.4286 and 0.38545 while the mean counterparts.
and standard deviation values of the Female
teachers' content delivery is 3.1920 and 0.41425 Testing of Research Hypotheses
respectively. This clearly shows that the mean The hypotheses were tested at 0.05 level of
difference between the Male and Female significance using Analysis of Variance
teachers content delivery is 0.2366. It can thus be (ANOVA). The results are displayed in tables IV,
deduced that the male teachers had a higher mean V and VI below.
value than the female teachers though the female

Hypotheses 1 – There is no significant difference between the

communication skills of Male and Female teachers.

Table IV – Analysis of Variance on Male and Female Teachers

Communication Skills
Sum of Squares Df Mean Square F Sig.

Between Groups .095 1 .095 .987 .325

Within Groups 5.596 58 .096
Total 5.691 59

Table IV showed clearly that the f-value as 0.987 Thus, the study concluded that there was no
and was significant at 0.325. Since, 0.325 was significant difference between the
greater than 0.05, this meant that at 0.05 communication skills of Male and Female
significant level, the f-value was not significant. teachers.
Hence, hypotheses 1 was accepted as stated.

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Hypotheses 2 – There is no significant difference between the level of
classroom interactions of Male and Female teachers.
Table V – Analysis of Variance on Male and Female Teachers
Classroom Interactions
Sum of Squares df Mean Square F Sig.

Between Groups .055 1 .055 .484 .489

Within Groups 6.550 58 .113
Total 6.605 59

Table V showed clearly that the f-value as 0.484 Thus, the study concluded that there was no
and was significant at 0.489. Since, 0.489 was significant difference between the level of
greater than 0.05, this meant that at 0.05 classroom interactions of Male and Female
significant level, the f-value was not significant. teachers.
Hence, hypotheses 2 was accepted as stated.

Hypotheses 3 – There is no significant difference between Science and

Mathematics content delivery by Male and Female teachers.
Table VI – Analysis of Variance (ANOVA) on Male and Female
Teachers Content Delivery
Sum of Squares df Mean Square F Sig.

Between Groups .816 1 .816 5.162 .027

Within Groups 9.170 58 .158
Total 9.986 59

Table VI showed clearly that the f-value as 5.162 teachers.

and was significant at 0.027. Since, 0.027 was
less than 0.05, this meant that at 0.05 significant
level, the f-value was significant. Hence,
hypotheses 3 was not accepted as stated. Thus, Discussion of Findings
the study concluded that there was a significant The results collated from Table I revealed that
difference between Science and Mathematics the mean value of Male teachers' communication
content delivery by Male and Female teachers. skills was higher than that of the Female teacher
communication skills, but their standard
Summary of Findings deviation values difference was not significant.
1. There was no significant difference In Table II, the mean value of Male teachers'
between the Male and Female teachers' classroom interaction was higher than that of the
communication skills. Female teacher, but the standard deviation value
2. There was no significant difference of the female teachers' classroom interaction was
between the Male and Female teachers' slightly higher than their male counterparts.
classroom interactions. Also, in Table III, the mean value of Male
3. There was a significant difference teachers' content delivery was higher than that of
between Science and Mathematics the Female teacher, but the standard deviation
content delivery by Male and Female value of the female teachers' content delivery

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No 3, September. 2022

was slightly higher than their male counterparts. i.e., male teachers performed significantly better
Tables IV, V and VI was used to test the three null than their female counterparts in delivering
research hypotheses for this study. It can be Science and Mathematics content. This can be
deduced from Table IV and Table V that there attributed to the effective use of language; social
was no significant difference between the Male interactions with learners and being dynamic to
and Female teachers' communication skills and periodic changes in Science and Mathematics
their classroom interactions because the F- curriculum etc. This view is in line with the
values derived are 0.987 and 0.484. These F- research findings of Zarrinabadi (2014) which
values were significant at 0.325 and 0.489 revealed that teacher's attitude, involvement (the
respectively. Since 0.325 and 0.489 are greater quality of teacher-student relationship),
than 0.05, this meant that at 0.05 significant immediacy and teaching styles influence the
level, the two f-values are not significant. Hence, learners' participation and their willingness to
the first two stated null research hypotheses for communicate. To corroborate this assertion,
this study were accepted. Hence, effective Sidenvall (2019) opined that Mathematical
competence must be sustained.
teaching and best classroom practices should be
the priority of teachers as supported by the Recommendations
research findings of researchers like Singh 1. Teachers should embrace excellent
(2019); Vahey, Jackie and Knudsen (2020). communication skills through
In Table VI, there was a significant difference continuous practice and constructive
dialogue.
between Science and Mathematics Content
2. Best classroom interaction practices
delivery by Male and Female teachers because should be encouraged between the
the F-value derived is 5.162 and it was teacher and the learners.
significant at 0.027. Since 0.027 was less than 3. Seminars/Workshops centered on the 21st
0.05, this meant that at 0.05 significant level, the century core skills like communication
f-value was significant. Hence, the stated null should be organized for in-service
Science and Mathematics teachers.
research hypotheses three was not accepted as 4. Government should empower the
stated. necessary ministries and agencies to
review the curriculum in use
Conclusion periodically.
This study concluded that there was a significant
difference between Science and Mathematics
content delivery by Male and Female teachers'

References
Arikewuyo, D.S. (2010). Pedagogic Principles. Lagos: Webmaster Arikewuyod Communications,
77-79.
Atuboinoma, A.J. and Amadi, E. (2021). Perceived Influence of Classroom Interactions on
Students Academic Performance in Senior Secondary Schools in Rivers State.
Seahi Publications, International Journal of Innovative Education Research, 9(2), 95-104.
Chrisantus, O. (2019). Classroom Interactions and its impacts on Senior Secondary School
Students Academic Performance in Government. Retrieved from
https://www.projecttopics.org/classroom-interactions-and-its-
implication-senior-secondary-school-students-academic-
performance-in-government. html on 23/06/20.

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Science 58th
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Vol. 49, Conference
No 3, September. 2022
Dharmendra, K.Y. (2017). Communicating in a second language: Investigating the effect of
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Extracts on Meaning of Science from www.explorable.com dated 18 April, 2022.
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Federal Republic of Nigeria (2004). National Policy on Education. 4 Edition, Lagos: NERDC
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http://www.atlantis-press.com/php/download_paper.php?id=7895. Retrieved 10th August,
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Khan, A., Khan, S., Zia-ul-Islam, S. and Khan, M. (2017). Communication Skills of a Teacher and
its role in the development of the Students' Academic Success. Journal of Education and
Practice, IISTE, 8(1).
National Council of Teachers of Mathematics (2000). Principles and Standards for School
Mathematics. Reston, VA: NCTM
Nnorom, N.R. and Erhabor, P.O. (2019). Effect of Classroom Interaction Patterns on Secondary
School Students Cognitive Achievement in Biology. International Journal for
Cross-Disciplinary Subjects in Education (IJCDSE), 10(1), 3980-3985.
Ogbu, J. (2011). Effect of integrative application of interaction patterns on Students Cognitive
Achievement in Basic Electricity. Journal of Science Teachers Association of Nigeria,
46(1), 71-81.
Rohid, N., Suryaman and Rusmawati, R.D. (2019). Students' Mathematical Skills (MCS) in
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Education, 4(2), 19-30. https://doi.org/10.29333/aje.2019.423a
Sidenvall, J. (2019). Literature Review of Mathematics Teaching Design for Problem Solving and
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Singh, R. (2019). Classroom Communication as correlate of Teaching Effectiveness. International
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Science 58th
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Vol. 49, Conference
No 3, September. 2022

THE USE OF DIGITAL TECHNOLOGY IN MATHEMATICS

EDUCATION DURING COVID-19 PANDAMIC

Abstract
Once the Corona Virus Disease 2019 (COVID-19) crisis is over, will everything return to normal, or
will we instead witness an ongoing boom in online learning? A time of crisis is an opportunity for all
education systems to look to the future; there is enormous potential for digital technology in
mathematics education, regardless of the impact of COVID-19. In this paper, the researchers focus on
answering two research questions: The study also provided a discussion on the implications that such
digital technologies could have on research into the fled of mathematics education and practice in
addition to suggestions for future research directions on this topic. Interviews were chosen as
techniques for the purpose of this research, which were undertaken with 120 mathematics teachers
from different secondary schools in Kano, Nigeria. The researchers found that 98% of participants
believed that COVID-19 is the gateway for digital learning in mathematics education. In addition,
97% claimed that the use of online education by schools had expanded greatly following the corona
virus outbreak. This has resulted in various forms of software being used to facilitate communications
between teachers and students included mobile technologies, touch screens and pen tablets, digital
library and designing learning objects in mathematics education, Massive Open Online Courses
(MOOCs) in mathematics, and computer algebra systems (CAS) such as Mathematica, Maple,
MuPAD, MathCAD, Derive and Maxima.

Keywords: COVID-19, The use of digital technology, Mathematics education

Introduction education?” “What type of digital technology is
The response of educational organizations being used in mathematics education during the
across the globe to travel bans and quarantines COVID-19 closure period?” As they will be
has resulted in a shift towards learning online. required to learn remotely in their respective
This could lead to an upsurge in education – and homes. It is against this gap of knowledge that
better prepare us to deal with subsequent this study wishes to narrower. For example,
emergencies. The nature of global digital Lagos state government has come up with online
education is such that COVID-19 may fuel the learning management system accessible at
development of strong capabilities in areas (ecosuccesscloud.com), some radio
where there is sufficient connectivity, programmes for teaching secondary schools'
infrastructure, and resources. students in Kano state and the likes.
In Nigeria, for example the use of online The study also provides a discussion on the
education by universities and schools had implications that such digital technologies could
expanded considerably because of the corona have on research into the fled of mathematics
virus outbreak. Currently, there is a dearth of education and practice in addition to suggestions
research conducted on the use of digital for future research directions on this topic. This
platforms for learning mathematics (Mulenga will help the reader to understand how recent
&Marbán, 2020; Perienen, 2020, Niess, 2006). It developments in this area of research have
is not yet known exactly “is COVID-19 the evolved in the last few years.
gateway for digital learning in mathematics

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Research importance constructs namely, 'perceived usefulness' (PU)
1- Providing useful insights regarding the and 'perceived ease of use' (PEU) are used to
positive side-effects of COVID-19.
2- The research keeps pace with global and frame the attitude of the academic towards
local trends that advocate the need to engagement or indifference to the use of
benefit from the use of digital technology. These two behavioural constructs
technology in mathematics education. namely PU and PEU also directly influence
3- Enriching educational libraries with a whether actual engagement with the technology
modern topic on COVID-19 and the use
of digital technology in mathematics will occur.
education.
4- Instructing teachers to use of digital Deployment of ICT innovations in
technology in mathematics education. mathematics education
5- Providing useful insights regarding the The integration of technology within education
use or application of digital technology is a highly complex process involving multiple
in mathematics education to those factors and like all other innovative concepts, it
developing curricula in the Ministry of is essential that it is not incorporated prior to
Education in the world. testing the various different elements (Haddad
6- Contributing to opening new prospects &Draxler, 2002). It is important to substantiate
for further research in order to keep pace innovations in terms of the level to which they
with technology and exploit its positive are appropriate and suitable, their applicability
role in mathematics education. in classrooms, their impact on the learning
process and cost-effectiveness. regarding
Research questions mathematics education, numerous innovative
(1) Is COVID-19 the gateway for digital concepts have been proposed, developed, piloted
learning in mathematics education? and implemented for usage with various
(2) What type of digital technology is being different consequences,particular fields in which
used in mathematics education during they have verified to be successful are
the COVID-19 pandemic? educational approaches based on ICT,
application of open and distance learning
Literature review (ODL), virtual educational platforms,
Theoretical framework distribution of open educational resources
The theoretical framework adopted to undertake (OERs) and the propagation of research
this research include Technology Acceptance conclusions (Iji&Abah, 2018).
Model (TAM) (Davis et al., 1989) is the lenses Educational approaches based on ICT are
used to guide the data analysis and data teaching and learning methods in which ICT
interpretation to investigate the components that instruments are actively utilized to enhance the
influence secondary students' interests in online student learning (Agbo-Egwuet al., 2018).
interactions through digital technology. Schools around the world are already using a
Davis'(1993) Technology Acceptance Model wide variety of extant digital technologies for
(TAM) underpins this study as a theoretical mathematics teaching. According to Clark-
framework. The TAM represents a good fit Wilson et al. (2011), existing tools that are based
within a constructivist meta-theoretical on innovation include dynamic graphing tools,
paradigm, as it presents individual attitudes and dynamic geometry tools, algorithmic
subjective choice for using (or not using) ICT for programming languages, spreadsheets, data
teaching and learning. Two distinct attitude loggers (motion detectors and GPS), and

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computer algebra systems (CAS). Further-more, with no entry criteria, and offer comprehensive
CASs like Mathematica, Maple, MuPAD, course experiences via the Internet at no charge
MathCAD, Derive and Maxima can facilitate (Azevedo & Marques, 2017). Additionally,
active learning approaches, which enable Open University frameworks offered in
students to become active participants in the numerous countries are powered by a robust
process of discovering and consolidating their collection of technologies, providing high-
personal knowledge, thereby enhancing their quality competencies necessary for those who
theoretical and geometrical comprehension and wish to be employed in long-tenured careers in
providing a more on-depth learning strategy the fled of mathematics. ODL schemes are
(Kumar &Kumaresan, 2008). Based on the frequently developed for the purpose of
observations of Abari (2014), student interest establishing a social, cognitive, and teaching
was maintained, and their achievement levels presence through the Internet (Hanover
increased subsequent to the enhancement of Research Council, 2009).
teaching in a higher-level secondary school In this respect, synchronous online classrooms
mathematics class through GeoGebra. The use of can even be more effective for educating
dynamic geometry systems (DGS) such as Cabri younger children compared to conventional
and Geometers Sketchpad (GSP), among others, types of teaching as they allow visual, auditory,
appear to offer new perspectives on geometry in and kinaesthetic processes to be integrated at the
the school setting, in addition to more advanced same time (Hastie et al., 2007). Likewise, crowd-
levels by clearly facilitating the experimentation based design approaches have been developed as
and exploration of geometrical formations and a means of facilitating mathematical interactions
linkages (Ijiet al., 2018). In addition to the ability between students and teachers in virtual
to actively enhance teaching, new aspects of ICT environments (Hui et al., 2014).
innovations have emerged in mathematics Online teaching platforms are frequently used
education including the Class Learning for augmenting discussion and cooperation
Interactions – Observation (CLIO) tools, which among mathematicians. As suggested by Holzl
allow all interactions that occur within the (1999), the different tools utilized within virtual
classroom to be systematically observed and learning environments can include electronic
monitored (Manny-Ikan et al., 2013). mail, online forums, computer conferencing and
An area of particular significance in terms of the chat groups. The development of different
implementation of ICT innovations within the innovative technologies has enabled the
fled of mathematics teaching is Open and replication of mathematical experiences based
Distance Learning (ODL). The first usage of the on technology both within and external to the
name Massive Open Online Course was in classroom (Hofmann, 2014). Elluminate.Com
relation to the 2008 version of the Connectivism represents an effective example of an online
and Connective Knowledge' Course (Kady& classroom as it offers a basic user interface as
Vadeboncoeur, 2013). Massive Open Online well as a powerful participant window that
Courses (MOOCs) are considered to be the displays the names of all session participants,
leading type of such courses. The design of along with a collection of interactivity tools
MOOCs courses allows multiple learners to including the ability to raise a hand when
participate simultaneously, they provide requesting to contribute to the debate.
students the ability to access courses at any time Messaging between users and the mathematics
and from any location provided they are teacher is facilitated by the instant messaging
connected to the Internet, are publicly accessible functionality, while the whiteboard can be used

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by the teacher for projecting slides or by the mobile technologies; however, this remains an
students for writing or drawing with the text and u n d e r- r e s e a r c h e d s u b j e c t regarding
drawing applications. Different examples of mathematics education. Nonetheless, some
frequently utilized online learning platforms studies have been conducted (e.g., Crompton &
include Blackboard and Moodle (Iji et al., 2018). Traxler, 2015; Larkin & Calder, 2015) that have
A different fled in which ICT innovations have addressed the manner in which way this type of
been deployed in mathematics teaching is technology could be utilized for mathematics
mobile technologies. After the emergence of teaching and learning.
mobile technologies, one of the areas in which The first studies into the application of mobile
the fastest growth has been observed is learning in mathematics can be traced back to the
educational applications, and it is anticipated end of the 2000s (e.g., Franklin & Peng, 2008),
that the expansion of these apps along with and since that time, there has been considerable
mobile technologies will continue going forward expansion in this kind of research in terms of
(Cherner et al., 2016). Hence, the following both international conferences and sector-
section will explain to readers how mobile specific journals. Most studies analyzed within
technologies are used for mathematics teaching. this research can be categorised into three main
groups: (a) research into the possible areas of
Use of Mobile Technologies in Mathematics application of mobile devices for mathematics
Teaching and Learning teaching and learning; (b) affective studies on the
There has been increased focus among utilization of mobile devices; and (c) the
educational scholars and practitioners on the utilization of mobile devices for educating
utilization of mobile technologies (e.g., tablets mathematics teachers.
and tablets) by teachers and learners in the fled of Various researchers have concentrated on taking
mathematics. The attributes of mobile devices advantage of the features of mobile devices,
including the fact that they are portable, including the benefits of being portable, mobile,
available, allow users to access the Internet, and and the ability to photograph and video actual
are widely embraced by members of the younger phenomena that can subsequently be examined
generation and others mean that they are and discussed from a mathematical perspective.
considered an emerging medium with the One such study was conducted by Wijerset al.
capability to expand the boundaries of (2010), who employed a game based on location
mathematics teaching and learning outside the named MobileMath for mobile devices with
traditional classroom environment. White and GPS technology that facilitated the creation and
Martin (2014, p. 64) contended that the specific exploration of quadrilateral equations along with
features of mobile devices (like the ability to their properties in a real environment in an
capture and collect data, communicate, and external location.
collaborate with different users, consume, and Other studies have concentrated on investigating
critique media, build and generate individual the opinions and feelings experienced by
forms of expression and representation) can be mathematics teachers and students when
easily translated into the scientific, mathematical teaching or studying mathematics via mobile
and engineering practices emphasised within the devices. For instance, Holubz (2015) gathered
Common Core Math and Next Generation feedback from teachers and students regarding a
Standards (NGSS Lead States, 2013). programme titled “Bring Your Own Device”
Researchers are increasingly focusing on the (BYOD), which encouraged the utilization of the
potential areas of application and possibilities of Internet and mobile equipment when studying

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mathematics. or tasks supported by computers (Chen et al.,

Lastly, it can be observed the design of inquiry 2017; Evans et al., 2011; Mangen, 2008;
tasks in mobile environments for preservice and McLaugh-linet al., 2009). For example, Chen et
in-service that several studies have analysed the al. (2017) conducted a study in which they
usage of mobile devices for educating attempted to investigate and make a comparison
mathematics teachers. For example, Yerushalmy between student's attention span regarding the
and Botzer (2011) presented a discussion on the time spent on a task and the amount of
theoretical aspects in addition to the problems distractions when utilising touch screens and pen
and potential benefits underpinning teachers. tablets for problem solving tasks in the fled of
The study conducted by Crompton (2015) mathematics with virtual manipulatives. The
exemplifies the manner in which mobile devices findings revealed that those students who used
can be utilized for promoting mathematical touch screens when performing the task had an
concept learning. As part of her work, Crompton increased attention span, meaning that the time
proposed a research study based on design spent on the task increased and they had less
whereby iPads were utilized as a medium for distractions compared to those who used pen
supporting the learning of the notion of angles in tablets. Mangen (2008) argued that the action of
primary school children. Within this learning clicking a mouse could distract the user from the
environment, mobile devices were employed by information they are reading on the computer
the children for the purpose of identifying and screen. Technologies that have emerged recently
photographing forms that resembled angles that such as touch screens, which offer intuitive and
existed naturally in their environment (e.g., tree shared interfaces, introduce new methods of
stumps, shoe patterns, or table corners). incorporating technology into educational
Subsequently, the photographed shapes were practice, including the use of virtual
analysed by the students through dynamic manipulatives on touch screen gadgets for
geometry apps installed on their mobile devices. supporting the learning of mathematics (e.g.,
Consequently, this enabled the students to Moyer-Packenham et al., 2016; Watts et al.,
examine whether the naturally formed angles 2016). Studies have indicated that when using
they observed in their physical surroundings in touch screens, there is a stronger association
fact corresponded to the mathematic between the hand gestures of the user and the on-
characteristics of an angle. screen results compared with use of a mouse or
The usage of mobile technologies in the context physical keyboard (Romeo et al., 2003).
of mathematics learning and teaching is a Additionally, recent studies have shown that
developing fled of research that continues to various teachers have tried to utilise pen-based
enlarge at an exponential rate. Hence, the technologies to promote student learning,
following part of this paper will provide an specifically in the context of mathematics
explanation on how touch screens and pen teaching (e.g., Cantu et al., 2008; Huang et al.,
tablets are used for Mathematics Teaching and 2017; Koile& Rubin, 2015), since such
Learning. technologies enable students to learn how to
write equations or draw mathematical
Use of touch screens and pen tablets in representations.
mathematics teaching and learning
Researchers have contended that the attention
spans of individuals could be impacted by the
input devices utilized when performing activities

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Digital library and designing learning objects Users are not charged to use MERLOT and it is
in mathematics education largely financed by higher education
According to the definition provided by the establishments in different countries.
Digital Library Manifesto (Candela et al., 2007), T h e K h a n A c a d e m y ( h t t p s : / / w w w.
a digital library is a virtual entity that engages in Khanacademy.org) is an individualised learning
a process of collecting, managing, and resource that caters to learners from different age
preserving rich digital content of all types for the groups; it provides practice tasks, educational
benefit of users. Clearly, such libraries require videos and a tailored learning dashboard that
some form of digital storage. In the fled of allows learners to work at their own speed both
education, digital repositories utilise learning within and out of the classroom environment.
objects for the purpose of organising their The mathematics missions provide guidance for
content, which differentiates their organisational early learners through to those studying calculus
approach from those used for printed documents. by using the latest adaptive technology, which
Learning objects (LO) suggested by IEEE can identify the learners' strengths and learning
Learning Technology Standards Committee deficiencies (Borba et al., 2017). Murphy et al.
(2002) are components of a novel kind of e- (2014) also found a connection between Khan
learning based on an object-focused approach in Academy exercises and improved scores on
computer science. According to the definition, basic mathematics.
an LO is a digital object that one can use, reuse, What Will You Do In Math Today? (http://
and tag with metadata targeted at promoting researchideas.ca) is an open repository of
learning. resources accessible on the Internet for teaching
The primary characteristics of learning objects mathematics that was developed by George
are that they are accessible, inter-operable and Gadanidis at Western University, Canada. This
reusable (Polsani, 2003). Accessibility denotes platform receives support from different
the ability to tag learning objects with metadata, organizations and incorporates a research-based
while interoperability is the technique via which mathematics text in which learning objects are
learning objects are shared with other categorised as numbers, patterns and algebra,
technology systems without the requirement to measurements, geometry, data, and probabilities
modify the objects, and reusability denotes the (Borba et al., 2017).
utilization of learning objects in various Existing research into learning objects has
learning settings. largely focused on measures of quality,
Widely used learning resources in virtual individualisation and mobile learning.
repositories include MERLOT (Multimedia Gadanidis et al. (2004) examined the pedagogy
Educational Resources for Learning and Online and the design of interfaces used in interactively
Teaching), Wisc-Online, DRI, Khan Academy, visualising mathematical investigations. They
and EBA (Digital Repository of Turkey) (Borba reached the conclusion that a large proportion of
et al., 2017). interactive visualisations have poor designs in
In 1997, the Multimedia Educational Resource terms of both pedagogy and interface design.
for Learning and Online Teaching (MERLOT) Research has demonstrated that an important
(https:// www. merlot. org/) was established. A aspect of the ability to predict the effectiveness
resource developed by California State of repositories is quality assurance of the LORs
University, it has wide usage around the world. (Clements et al., 2015).

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No 3, September. 2022

Similarities between the literature and this students caught in the consequences of the
research spread of the deadly virus but may also be a way
1- This research is consistent with (White & of coping with home confinement for all.
Martin, 2014; NGSS Lead States, 2013) who 5- At the time of data collection for this current
explored the effect of mobile technologies in study, schools were closed and there were
mathematics teaching and learning. It is also confirmed cases of COVID-19 in Nigeria.
consistent with (Chen et al., 2017; Evans et al., Health intervention measures had been put in
2011; Mangen, 2008; McLaughlin et al., 2009), place to restrict movements. The researchers
who found the positive effect in touch screens interviewed the participants via Microsoft
and pen tablets in mathematics teaching and Teams or Zoom. Thus, this was very helpful to
learning. It is also consistent with (Polsani, 2003; answer my research questions. In contrast to
Borba et al., 2017), who determine the other studies, who during the time of data
effectiveness of using digital library and collection, schools were not yet closed and there
designing learning objects in mathematics were no confirmed cases of COVID-19. Health
education. This research is consistent with intervention measures had not yet been put in
(Kumar &Kumaresan, 2008), who believe that place to restrict movements. Thus, delivery
emergence of such mathematical tools and its mode was face-to-face in classroom settings and
ability to deal with most of the secondary school in the presence of the researchers.
cannot be ignored by mathematics educators. It
is also consistent with (Azevedo & Marques, What distinguishes this research from the
2017), who found the advantage of using existing literature
Massive Open Online Courses (MOOCs) in The researchers contend that this research is
mathematics education. However, this research distinct because it is the only study to have
differs from all literature reviews in terms of explored COVID-19 and the use of digital
handling the COVID-19 variable. technology in mathematics education in Kano
2- The previous studies were implemented in Nigeria.
non-Arab countries. This also represents the first Aspects drawn from the literature reviews:
study on this subject within Kano. Drawing on the pedagogical literature, literature
3- The researchers used semi-structured reviews, and adopted scientific methodology to
interviews (see Appendix 1) to collect their data, form the theoretical framework used in this
but the tools used in previous studies varied due research.
to differences in their objectives. Identification of the research methodology and
4- The current study extended the tools appropriate for this research.
recommendations of previous studies, such as Reviewing the statistical methods employed and
that of Mulenga and Marbán (2020), the findings adopting them as appropriate for this research.
of his study motivate new areas of research.
Other researchers could carry out studies on the Methodology
effects of COVID-19 on Education. Others could In this study, the researchers used a semi-
investigate on some useful digital resources for structured interview, and the questions included
students during the COVID-19 crisis and in the interviews were discussed with ten
lockdown. It may also interest other researchers academic faculty members of mathematics in
to examine if digital learning will eventually Kano state universities, Nigeria to determine the
replace physical classroom in future. While face validity and appropriateness of the content.
digital learning is a life-long process for many Pilot interviews were then conducted to

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determine the relevance of the interview invitation and send it out to the participant. A 9
questions, as well as to assess the duration of the min inter-view was planned for each
interview and to evaluate the ability to perform interviewee.
the task. The interview rehearsal was
administered to two mathematics teachers. Data analysis
The sample was selected randomly and consisted Thematic analysis, which is one of the tools of
of 120 mathematics teachers whose teach in grounded theory was utilized in to analyze the
secondary schools, in the third, 2019-2020. interview data. Initially, every interview was
These 120 teachers have various academic recorded and subsequently transcribed and the
backgrounds. Some have between 3 to 10 years' data were then read and re-read. The next stage
teaching experience and others between 11 and involved the application of thematic coding
25 years. (underlining the text in various colors) and then
the data were matched to separate categories,
Sampling procedures thereby enabling reduction and synthesis of the
Emails and WhatsApp inviting teachers who large amount of data. After this, every
were specializing in mathematics and other recognized commonality was divided into
related areas to participate in the study. A topics. It was necessary to supply the following
reminder email was sent two weeks after the three categories of the most significant with
initial invitation to encourage participation. The ethical issues. In the first category, all
message included an introductory letter and participants were informed that they were
consent form that was requested be sent back to volunteers in this study and had the right to ask
the researchers to indicate willingness to for any of the responses they had given
participate (the research's principal topic, previously to be removed. In the second
invitation paragraph, purpose of the study, why category, the confidentiality of participants'
have I been chosen? Do I have to take part? Who identities and personal details was guaranteed,
will have the access to the research information meaning that their names would not be included
(data)? Who do I speak to if problems arise? during the translation procedure. The third
What will happen to the results of the research category involved providing the participants
project? Ethical review of the study and contact comprehensive details regarding the purposes of
for further information). Finally, the participants the research.
were thanked in advance for their participation.
The researchers chose the first 120 participants Results
that returned the letter to them to be part of the Interviews were chosen as techniques for the
research since they were subject to time purpose of this research; therefore, the
restrictions. The researchers interviewed the researchers would discuss the findings
participants via Microsoft Teams or Zoom. concluded from answers to the interview
Before the interview, in order to ensure a smooth questions and the literature review according to
interview process, the researchers copied the the research questions see Table 1 and Fig. 1.

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Table 1. Summary of the answers to the research questions
The research The answers No. of Percentage
questions Participants

(1) Is COVID -19 the COVID-19 is the gateway for digital Learning in 118 98%
gateway for digital mathematics education.
learning in
mathematics The use of online education by schools had expanded 116 97%
greatly following the corona virus outbreak. In line with
Education? extreme changes worldwide, schools and universities have
closed and thus interactions with colleagues and teaching
through traditional lectures have transformed into an online,
virtual experience. This has resulted in various forms of
software being used to facilitate communicate between
teachers and students.

(2) What type of Mobile technologies 48 40%

digital technology is
being used in Touch screens and pen tablets. 36 30%
mathematics Massive Open Online Courses (MOOCs) in mathematics 17 14%
education during the
COVID-19 Computer algebra systems (CAS) such as Mathematica, 12 10%
pandemic? Maple, MuPAD, MathCAD, Derive and Maxima.

Digital library and designing learning objects in 4 3%

mathematics education

Fig. 1 The type of digital technology is being used in mathematics education during the COVID-19 pandemic?

The above table shows that 98% of participants lectures have transformed into an online, virtual
believed that COVID-19 is the gateway for experience. This has resulted in various forms of
digital learning in mathematics education. 97% software being used to facilitate communicate
claimed that the use of online education by between teachers and students. In the teaching
schools had expanded greatly following the and learning of mathematics, 40% of these used
corona virus outbreak. In line with extreme mobile technologies, whereas 30% used touch
changes worldwide, schools and universities screens and pen tablets please see Fig. 1.
have closed and thus interactions with Furthermore, 3% concentrated on using digital
colleagues and teaching through traditional library and designing learning objects in

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mathematics education, while 10% used technologies enable students to learn how to
computer algebra systems (CAS) such as draw mathematical representations easily.”
Mathematica, Maple, MuPAD, MathCAD, Similarly, another participant stated: “I think that
Derive and Maxima. Additionally, 14% used COVID-19 is the gateway to digital learning in
Massive Open Online Courses (MOOCs) in mathematics education, as it solved the many
mathematics education as follows: problems that students face in the classroom. For
One participant stated that: “Following the example, several students who were previously
corona virus outbreak, the nature of education reluctant to participate are now putting
may, in some ways, have fundamentally themselves forward. This is because quieter,
changed, potentially for the better.” He provided more introverted students feel able to participate
the following example to illustrate this:“Once as they are not on display in front of their peers.”
the corona virus outbreak has passed, the Another participant also noted that: “Teachers
adoption of online education by schools will can see what every single student is doing, which
have expanded substantially.” He also said: “My is not how things usually work in the standard
students found many advantages when using classroom.”
mobile devices such as: cooperation and However, another contended that: “Working
communication with various users, the online, it is difficult to establish whether a
capability of capturing and gathering data, student is fully engaged and has sufficient
constructing and generating individual types of understanding, a basic issue that has yet to be
representation and expression, and consuming solved by technology.”
and evaluating media.” Another participant stated: “Yes, prior to
Another participant also contended that: “Yes, COVID-19, I did not encourage my students to
COVID-19 is the gateway to digital learning in use digital library in mathematics education,
mathematical education. Students' opinions of because I thought that digital technology is not
online learning may have become more positive easy to use. . .However, I do try to use it now, and
because of the outbreak. Having previously have found it to be an individualised learning
viewed distance education as “very second rate.” resource which is accessible, interoperable and
He added: “I noticed that students' attention reusable.”
spans were positively affected when touch Furthermore, another participant noted that:
screens and pen tablets were used for problem- “Yes, I think that the positive side effects of
solving tasks in the fled of mathematics. COVID-19 enable me and my students to see the
Therefore, as I have already mentioned, the advantage of using digital library in mathematics
opinions and attitudes of students towards online education, such as MERLOT (Multimedia
learning may have become more positive Educational Resources for Learning and Online
because of the outbreak.” Teaching), Wisc-Online, DRI, Khan Academy,
Another participant noted that: “I think that and EBA (Digital Repository of Turkey).” He
COVID-19 is the gateway to digital learning in added: “It is worthy of mention that I noticed that
mathematical education. I did not use digital those students who used touchscreens when
learning previously, but when COVID-19 thinking about their real needs and values
arrived, I did use it, and I will continue to do so developed an increased attention span,
even after this pandemic is over.” He added: “I compared with those who did not use them. In
tried to use pen-based technologies to promote fact, before COVID-19 arrived in this country, I
and support student learning of mathematics, did not try to use touch screens and pen tablets
such as using virtual manipulatives on touch for problem-solving tasks in the fled of
screen gadgets. However, I can say that such mathematics, because I thought that digital

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technology is complicated and difficult to provide individual students with content and
operate and use. However, I will now use them to supports that are particularly helpful to their
support my students in mathematics.” individual needs.”
Another participant noted: “Many students Another participant noted: “During the
readily confess to a dislike of some basic pandemic, I used computer algebra systems
mathematical concepts and have (CAS) such as Mathematica, Maple, MuPAD,
misapprehensions about mathematics. These MathCAD, and I think that this digital
have a strong impact on their capacity to learn technology facilitated active learning methods.
and understand mathematics and often cause a It also gave the students an opportunity of
considerable amount of confusion. The most becoming active participants in the process of
frequent misconceptions relate to the use of discovering and consolidating their personal
fractions. For instance, students may knowledge
erroneously believe that 1/12 is smaller than 1/13 He added: “I think that when teachers'
because 12 is less than 13.” He then went on to anticipations towards the digital technology in
add: “For instance, when students were asked to mathematics education benefits are confirmed,
multiply fractions by a whole number, some these tools will enhance their satisfaction which
multiplied the numerator and denominator. This ultimately achieves the perceived objectives.”
is a misconception as it shows students do not
understand why you only multiply the numerator Discussion of results
by a whole number. We should work to eradicate The responses of the participants varied on the
such misunderstandings as it is vital to apply research questions. 98% contended that the use
knowledge about fractions to the real-world of digital technology in mathematics by schools
problems students encounter and must try and had expanded considerably because of the
understand. Regarding health statistics, corona virus outbreak, and this was a positive
misunderstanding the size of numbers can have aspect of the pandemic. The researchers think
negative outcomes such as underestimating the that due to Corona Virus Disease 2019 (COVID-
risks of COVID-19.” 19) crisis, e-learning has become a very urgent
Other participants sent a message to teachers need and an imperative of education necessities
who specialize in mathematics and other related in most countries all over the world. Its great
areas across the world: “All teachers are being importance manifested in solving the problem of
provided with a unique opportunity to exploit quarantined students, reduce the effects of the
students' natural curiosity about the virus, the corona-virus epidemics. According to the
science underlying the mechanism of viral interviewees, teachers will perceive the digital
infections, and the mathematics elucidating technology as easy to use because these tools
pandemics.” He continued: “I do not think that have become mandatory for all educational
we would have done this as teachers in the institutions all over the world. Another possible
traditional classroom setting, but COVID-19 explanation for these findings is the fact that
gave us an opportunity to use Massive Open when teachers' anticipations towards the digital
Online Courses (MOOCs). This gave the technology in mathematics education benefits
students the ability to access courses at any time are confirmed, these tools will enhance their
and enabled multiple students to participate satisfaction and acceptance which ultimately
simultaneously. Increased access to digital achieves the perceived objectives. These
technology for mathematics allows for a more findings could be explained by the reason that if
customised learning experience. Because no two teachers think or perceive that it is
learners are exactly alike, technology can uncomplicated and simple to use the digital

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technology, then they are willing and intent to mentioned that when the student finds it difficult
spend more effort and time to learn how to do so, to solve the task in mathematics, he can access to
which would undoubtedly improve their the mobile technologies and open the videos see
performance. In contrast, if the digital the solutions, which allow students to learn at
technology is complicated and difficult to their own pace and in their own learning style.
operate and use, then teachers would be The researchers think that students and teachers
unwilling to try to use it. are given new experiences through the
Teachers are becoming familiar with its 'ease of application of mobile devices as instruments in
use', and then found pedagogical purpose or mathematical education. Since the way in which
'perceived usefulness' (Davis, 1993). In this we teach and learn is being quickly transformed
study, teachers' 'turn' towards digital technology by technology,
seemed to satisfy both TAM constructs of 'ease With respect to the utilization of mobile
of use' and 'perceived usefulness' (Davis, technologies for teaching and learning
1993).Teachers' beliefs and attitudes also mathematics, most of learners have already
changed with their practice as they experienced determined that mobile phones constitute large
'ease of use' and appreciated the 'perceived parts of their lives both within and out of the
usefulness' of digital technology in mathematics classroom.
education (Davis, 1993). 30% of participants used touch screens and pen
However, the question that arises is whether such tablets in mathematics teaching and learning,
a boom in online learning represents an enduring one of them stated that “it is worth to mention
solution or a tool with which to respond to a that I noticed that those students who used touch
crisis. The teachers' responses indicated to the screens when thinking about what they really
researchers that they will continue to use digital need and what they really value had an increased
technology in mathematical education, because attention span, compared to those who did not
they have learned that technology can make use touch screens. Actually, before COVID-19
mathematics easy. They provided the type of come to this country I did not try to use touch
digital technology used in mathematics screens and pen tablets for problem solving tasks
education during the COVID-19 pandemic? In in the fled of mathematics, but now I will use
addition, they gave us examples to show that them to support my students in mathematics”.
digital technology in mathematics education This is consistent with (Chen et al., 2017; Evans
encourages students to learn more than in a et al., 2011; Mangen, 2008; McLaughlin et al.,
traditional classroom environment. 2009).
40% of them used mobile technologies in 3% of them concentrated on using digital library
mathematics teaching and learning, one of them and designing learning objects in mathematics
mentioned that “my students found many education, one of them mentioned that “yes,
advantages when using mobile devices such as because before the COVID-19 I did not
the ability to capture and collect data, encourage my students to use Digital library in
communicate and collaborate with different mathematics education, and now I tried to use it
users, consume and critique media, build and and I found that an individualised learning
generate individual forms of expression and resource that they are accessible, interoperable
representation, and this can be easily translated and reusable.” This is consistent with (Polsani,
into the scientific and mathematical”. This is 2003). Another participant also noted that: “yes,
consistent with other researchers' findings, such I think that the positive side-effects of COVID-
as (White & Martin, 2014; NGSS Lead States, 19 that make me and my students to see the
2013, Alabdulaziz M.S. 2021), The participants advantage of using Digital library in

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mathematics education such as MERLOT any time, and allows multiple students to
(Multimedia Educational Resources for participate simultaneously”. This is consistent
Learning and Online Teaching), Wisc-Online, with (Azevedo & Marques, 2017; Alabdulaziz
DRI, Khan Academy, and EBA (Digital M.S. 2021).
Repository of Turkey)”. This is consistent with To sum up, as we see from above that 40% of
(Borba et al., 2017). For example, Khan participants used mobile technologies in
Academy enabled students to move at a pace that mathematics teaching and learning, and this is
is more appropriate to their learning needs. This considered as high percentage compared with
is consistent with Murphy et al., 2014 who found other digital technologies used. The main feature
a connection between Khan Academy exercises of mobile technologies that distinguishes it from
and improved scores on basic mathematics. other learning technologies is its mobility. The
A point worth mentioning is that there are useful researchers think that mobile technologies are
insights regarding the positive side-effects of highly popular amongst secondary students due
COVID-19. According to the participants, their to their being easily carried, wireless, containing
opinion of digital technology in mathematics many apps making it easy for the student to do
education has grown more positive because of multiple tasks at one stand. As a result,
the increased usage of it during the corona virus commercial competitive industry has compelled
school building closures. In addition, they plan manufacturers to present new creative features
to continue using those newfound skills even of competitive traits. In addition, it is only
when school buildings reopen. understandable why mobile phone companies
10% of the participants used computer algebra have worked hard to develop the 5th generation
systems (CAS) such as Mathematica, Maple, mobile phones that enabled users not only to talk
MuPAD, MathCAD, Derive and Maxima, one of but do almost everything they now do with their
them stated that “to help my students with their PC. This means that all other application or
misconceptions in mathematics, I tried to use digital technologies ran in mobile technology at
Mathematica, Maple, MuPAD, MathCAD, any environment, regardless of the OS, the Net,
Derive and Maxima, and I noticed that they or the type of cellular. Users can download any
provided a more on depth learning strategy.” applications from many websites, whenever they
This is consistent with (Kumar &Kumaresan, want. They can run the application without being
2008; Alabdulaziz M.S. 2021), The researchers connected to the net. In addition, the mobile
believe that emergence of such mathematical technologies are also Mobile phones are
tools and its ability to deal with most of the available and are part of the daily culture of
secondary school cannot be ignored by almost every student. The researchers do not
mathematics educators. Because what the want to forget that corona virus pandemic is a
researchers understanding from the participants chance to see all these types and benefits of
that using a computer algebra system (CAS) digital technologies in mathematics education,
during the pandemic crisis provided many because 98% of participants above believed that
opportunities for improving student learning. COVID-19 is the gateway for digital learning in
14% of them used Massive Open Online Courses mathematics education. In addition,
(MOOCs) in mathematics education, one of the 97% claimed that the use of online education by
participants noted that “I do not think we can do schools, teachers and students had expanded
this as teachers in traditional classroom, but greatly following the corona virus outbreak.
COVID-19 gave us the opportunity to use
Massive Open Online Courses (MOOCs), which Summary
gave the students the ability to access courses at Results show different types of digital

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technology used in mathematics education significant benefits. The researchers believed
included (mobile technologies, touch screens that a time of crisis is also an opportunity for all
and pen tablets, digital library and designing education systems to look into the future, adjust
learning objects in mathematics education, to possible threats, and build their capacity.
Massive Open Online Courses (MOOCs) in Major world events are often an infection point
mathematics, and computer algebra systems for rapid innovation – while we have yet to see
(CAS) such as Mathematica, Maple, MuPAD, whether this will apply to digital technology
MathCAD, Derive and Maxima.), and the effects post-COVID-19. Finally, the researchers think
varied by the type of educational technology that digital learning system designers and
used. However, in view of the COVID-19 school developers should pay further attention to these
closure period, it is apparent that digital learning two essential factors (perceived usefulness and
in mathematics education is the instant positive perceived ease of use).
response.
Limitations of the study
Implications for further studies Although this study was carefully prepared, it
This study has showed that the adoption of still faced several limitations:
digital learning as a response to COVID-19 1- This study focused only on government
stimulates the growth of digital learning in secondary schools in Kano Nigeria. However,
mathematics education in Kano Nigeria. The the researchers believes that this city was a good
priviledge of the current situation for students place to conduct this study, because it has a big
engaged in digital learning is to position this population which is drawn from different parts
transformation not just as a quick response but as Nigeria.
a way of combating the spread of COVID-19 and 2- The study sample focused on teachers only,
the next transferable disease. The findings of this because they are the first people who play a key
study motivate new areas of research. Other role in educating students in the classroom.
researchers could carry out studies on the effects However, the study could have included students
of COVID-19 on other areas of the education if there were no restrictions of time.
field. Others could investigate on other useful
digital resources for mathematics students Recommendations
during the COVID-19 crisis. It may also interest In view of the findings, the researchers
other researchers to answer the following recommend the following:
questions: Will digital learning replace 1- These digital technologies must be included in
classroom education anytime soon? What the mathematics curricula at various stages of
future holds for digitised education post-Covid- education.
19. How will Covid-19 affect the future of digital 2- The stakeholders should take advantage of the
mathematics education? While some believe that findings of this study to encourage teachers to
the unplanned and rapid move to digital continue using these technologies in
technology – with no training, insufficient mathematics education.
bandwidth, and little preparation will result in a 3- Further research is needed to answer the
poor user experience that is unconducive to questions that arose in the discussion section.
sustained growth, others believe that a new
hybrid model of education will emerge, with

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No 3, September. 2022

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AN INVESTIGATION INTO THE IMPACT OF JAPANESE

MULTIPLICATION PEDAGOGICAL APPROACH ON
SECONDARY SCHOOL STUDENTS' INTEREST AND
PERFORMANCE IN QUADRATIC EXPANSION IN MAKURDI
METROPOLIS
Abari, M.T. & Tyovenda, T.M.

Department of Mathematics Education, Joseph Sarwuan Tarka University, Makurdi, Benue State, Nigeria.

Abstract
The study focused on investigation into the impact of Japanese multiplication pedagogical approach
on secondary school students' interest and performance in quadratic expansion in Makurdi
Metropolis. The study used a quasi-experimental design. A sample of 15 students was used for the
purpose of the study. The experimental group were expose to the Japanese Multiplication Pedagogical
Approach (JMPA) while the control group were taught using the traditional approach. The instrument
used for data collection were Expansion Performance Test (EPT) with a reliability coefficient of 0.81
using the Kuder Richardson Formula 20 and Mathematics Interest Inventory (MII) with a reliability
coefficient of 0.75 using Cronbach Alpha. Four research questions and four research hypotheses were
raised for the study. The research questions were answered using the descriptive statistics of mean and
standard deviation while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05
level of significance. Result from the study revealed that the students that were taught quadratic
expansion using the Japanese Multiplication Pedagogical Approach (JMPA) and those that were
taught using the traditional approach had the same level of performance, however, those in the JMPA
demonstrated a higher level of interest in learning mathematics. The study also revealed that there is no
significant difference in the mean performance score and interest rating of male and female students
taught quadratic expansion using the Japanese Multiplication Pedagogical Approach. The study
recommends that teachers should implement strategies that build a student's interest in learning
mathematics as student's interest in a topic carry so much ability.

Keywords: Japanese Multiplication, Quadratic Expansion, Students' Interest and Performance

INTRODUCTION building mental discipline and encourages

Mathematics first start from the mind; how ready logical reasoning and mental rigor (Kyungmee,
and how positioned the mind is to assimilate Aarnout, Joana & Lynn, 2008). Mathematics has
mathematical concepts. In the learning of any become the companion of man and his helper
concept in Mathematics, the mind of the learner since the beginning of human existence on earth.
must have been familiar with some related When man first wanted to answer questions such
attributes of the concept which are in connection as “How many?” he invented mathematics
to real life situations. Over the years, (Harrison, 2018). Thus, mathematics is the pillar
mathematics has been mistaken by many to be a of organized life for the present day. Without
totally abstract, difficult, unimportant and one mathematical evidence, resolving of issues in
that lacks connection to real life situations. our daily lives will be impossible. Mathematics
However, mathematics is a fundamental part of is a study of measurement, numbers and space
human thought and logic, and integral to attempt which is one of the first sciences that humans
at understanding the world around us. work to develop, because of its great importance
Mathematics provides an effective way of and benefits. It is a vital tool that helps to develop

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the ability to think, develop wisdom, increases The Japanese method of multiplication works
the speed of intuition, and it also helps to explain the same way the place value multiplication
how things work (Harrison, 2018). The algorithm works, except that each digit is
importance of mathematics to our daily lives is r e p r e s e n t e d i n u n a r y. T h e J a p a n e s e
one that cannot be over-flogged. The multiplication method is an algorithm for
advancement in architectural, technological, and multiplying two large numbers by representing
business world are all at the mercy of both numbers by a group of lines that form a
mathematical knowledge and input. diagonal pattern. The number of points of
Mathematics is one of the key subjects offered in intersection near each vertex of a diamond are
primary and secondary schools and even studied then counted in a certain order to obtain the
at the higher institutions. Arithmetic, geometry, solution (Vreken, 2017; Garain & Kumar, 2018).
calculus, algebra are the branches of In the Japanese multiplication method, a student
mathematics. can complete a multiplication problem of two
Algebra is one of the various branches of large numbers by merely drawing a few lines and
mathematics. It deals with symbols and counting the points of intersection (Abari &
variables. Algebra includes several forms of Tyovenda, 2022). It is also referred by many as
mathematical representations, such as real the stick multiplication method, line
numbers, complex numbers, vectors, matrices multiplication method and many other names.
and so on. Quadratic expression are algebraic Suppose we want to expand (x+2) (x+3) using
expressions where the highest exponent of the the Japanese multiplication method. We will
independent variable is 2. Expansion of have to consider (x+2) as a component and
quadratic expression simply means removing the represent it with horizontal lines (i.e dotted line
parentheses or brackets from an expression. This will be drawn to represent the x, then, we would
is done by multiplying each component of one leave a space and draw two lines to represent the
bracket by the other bracket. For an expression of 2) and (x+3) will be considered as another
the form (a + b) (c + d), the expanded version is component to be represented with the vertical
a(c+d)+b(c+d)= ac+ad+bc+bd. Quadratic lines (i.e dotted line will be drawn to represent
expressions are expanded usually using the FOIL the x which will intersect with the horizontal
(First, Outside, Inside, Last) method and also the lines of x and 2, then we will leave a space and
Punnet square method. Alternatively, the draw another three lines to represent the 3 which
Japanese method of multiplication has been will also intersect the horizontal lines). The
considered as an interesting and fascinating points at which the lines intersect are then
method for quadratic expansion. counted to give the answer.

5X
X2
3x

2x
6

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That is, (x+2) (x+3) = x2+5x+6. According to Abari From the learning perspective, the gender has seemed
and Tyovenda, (2022), the Japanese multiplication to play a significant role. It plays an essential role in
method can facilitate students' visualization of motivation, attitudes, and achievement of students
mathematics. This implies that Japanese (Mousa, 2017).
Multiplication pedagogical approach is capable of Gender refers to the social attributes and
stimulating Students Interest in Mathematics. opportunities associated with being male and female.
Interest is the psychological state of Adigun, Onihunwa, Sada, and Adesina (2015)
engaging or having the tendency to reengage in a affirms that gender is the range of physical,
particular context in the course of time (Hidi & biological, mental, and behavioural characteristics
Renninger, 2006). According to Terna and pertaining to and differentiating between the
Eraikhuemen (2017), interest is the state of wanting feminine and masculine (female and male)
to know or learn about something or somebody. population. The importance of examining
Udegbe (2009) described interest as a disposition, performance in relation to gender is based mainly on
attitude and feeling of an individual towards an the socio-cultural differences between girls and boys
activity, which shows behaviourally, the extent at (Abari & Andrew, 2021).
which the person likes to participate in the activity.
Interest plays a significant role in teaching and Purpose of the Study
learning. Before knowledge in any form can affect Mathematics is key to the realization of a
character, there must be interest. The mind must get nation's scientific and technological aspirations.
absorbed in the facts with which it has to deal and Despite its importance, there has been proven
make them its own. It is crystal clear that interest is evidence of continued low interest and poor
closely associated with learning as it allows performance in the subject by the Nigerian students
improving and complementing the introduction of an (Terna & Eraikhuemen, 2017). The importance of
object, to guide meaningful learning, to improve the mathematics in day-to-day activities is no longer
long-term memory as well as a source of knowledge news. However, what remains news is the fact that
and orientation of motivation for further learning students' interest and performance in mathematics
(Azmidar, Darhim & Jarnawi, 2017). Students tend to has not improved significantly despite its
engage themselves in deeper learning on a particular importance, not even with the introduction and use of
subject when they have an interest in it. Interest technology in mathematics (Olalekan, 2006). Can the
towards mathematics learning could be considered as Japanese multiplication in expanding quadratic
a predictor for mathematics performance (Heinze, expression improve students' interest and
Reiss, & Franziska, 2005). performance in mathematics? Hence, the main
Performance is the measure of what the purpose of this study is to investigate into the effect of
students have accomplished or done. It can be Japanese multiplication on students' interest and
accessed through test, assignment, or examination performance in quadratic expansion. Specifically, the
results (Abari & Tyovenda, 2021). A high- study seeks to:
performance result comes from appropriate i. determine the difference in the mean
behaviour and the effective use of required performance scores of secondary school
knowledge, skills, and competencies. A performance students taught quadratic expansion using the
assessment is a way to evaluate, that allows students Japanese Multiplication Pedagogical Approach
to demonstrate their knowledge of a particular
(JMPA) and those taught using the Traditional
concept through application. Using performance
Approach.
assessment for mathematics is a great way to help
ii. determine the difference in the mean
students develop high-level thinking skills and apply
what they know. There is a large body of international performance scores of male and female
research on gender differences in academic secondary school students taught quadratic
performance in mathematics. Education has been expansion using the Japanese Multiplication
considered among the basic rights of human beings. Pedagogical Approach (JMPA)

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iii. determine the difference in the mean interest taught quadratic expansion using the Japanese
Multiplication Pedagogical Approach (JMPA)
rating of secondary school students taught
and those taught using the Traditional method.
quadratic expansion using the Japanese iv. There is no significant difference in the mean
Multiplication Pedagogical Approach (JMPA) interest rating of male and female secondary
and those taught using the Traditional Approach. school students taught quadratic expansion
iv. determine the difference in the mean interest using the Japanese Multiplication Pedagogical
Approach (JMPA).
rating of male and female secondary school
students taught quadratic expansion using the METHODOLOGY
Japanese Multiplication Pedagogical Approach The design adopted for this study was quasi-
experimental design. The population for this study is
(JMPA). all the junior secondary school one (JSS1) students in
the co-education secondary schools in Makurdi
Research Questions: The following research Local Government Area of Benue State. The sample
questions were asked to guide the study: of students for this study was 15 students drawn from
i. What is the difference in the mean performance the selected secondary schools.
scores of secondary school students taught For this research work, Expansion
quadratic expansion using the Japanese Performance Test (EPT) and Mathematics Interest
Multiplication Pedagogical Approach (JMPA) Inventory (MII) were used. The EPT is a test
and those taught using the Traditional method? instrument that covers all the areas of algebraic
ii. What is the difference in the mean performance expansion that will be taught regarding this study.
scores of male and female secondary school The EPT is a ten (10) items multiple choice (with
students taught quadratic expansion using the options A – D) instrument prepared for JSS1. The
Japanese Multiplication Pedagogical Approach instrument was administered to a few respondents in
pre-test exercise. The MII is divided into two sections
(JMPA)?
(Section A and B). Section A contains the Bio-data of
iii. What is the difference in the mean interest rating each respondent, while section B contains
of secondary school students taught quadratic information on the research problem. A Likert-type
expansion using the Japanese Multiplication scale of Strongly Agree, Agree, Disagree and
Pedagogical Approach (JMPA) and those taught Strongly Disagree was used to determine the Interest
using the Traditional method? of the Students in Quadratic Equation.
iv. What is the difference in the mean interest rating The researchers administered the pre-EPT, pre-
of male and female secondary school students MII, post-EPT and post-MII to all the JSS1students
taught quadratic expansion using the Japanese in the two groups. The pre-EPT, pre-MII, post-EPT
Multiplication Pedagogical Approach (JMPA)? and post-MII were administered to the selected
groups at different times to avoid interaction effect.
Research Hypotheses: The following hypotheses Data collected were analyzed using descriptive
were formulated and tested at 0.05 level of statistics of mean and standard deviation to answer
significance: the research questions while the hypotheses were
i. There is no significant difference in the mean tested at 5% significance level using the Analysis of
performance scores of secondary school Covariance (ANCOVA).
students taught quadratic expansion using the
Japanese Multiplication Pedagogical Approach RESULTS
(JMPA) and those taught using the Traditional The data is presented according to research questions
and hypotheses.
method.
ii. There is no significant difference in the mean
Question 1: What is the difference in the mean
performance scores of male and female performance scores of secondary school students
secondary school students taught quadratic taught quadratic expansion using the Japanese
expansion using the Japanese Multiplication Multiplication Pedagogical Approach (JMPA) and
Pedagogical Approach (JMPA). those taught using the Traditional method?
iii. There is no significant difference in the mean
interest rating of secondary school students

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Table 1: Mean Performance Scores and Standard Deviation by Groups
Group Pretest Posttest
? SD ? SD Mean Difference
JMPA 44.38 10.16 63.13 10.10 18.75
Traditional Approach 44.29 15.12 61.43 25.45 17.14
? ?
Total 44.35 12.64 62.28 17.78 1.61

In table 1, the mean pretest score for the JMPA is 17.14 respectively. This implies that both groups
44.38 with standard deviation of 10.16 and the mean improve upon their performance in the mathematics
pretest score for the traditional approach is 44.29 taught during this period, however, with the JMPA
with a standard deviation of 15.12. this implies that having a prevailing performance. To ascertain the
before the administration of the test, both the students significant difference of the group performance,
in the experimental and control group were at the hypothesis 1 was tested at 5% level of significance.
same level of performance. However, the mean of
posttest scores for the JMPA is 63.13 with standard Hypothesis 1: There is no significant difference in
deviation of 10.10 while the mean of the posttest the mean performance scores of secondary school
score for the traditional approach is 61.43 with students taught quadratic expansion using the
Japanese Multiplication Pedagogical Approach
standard deviation of 25.45. The mean difference of
(JMPA) and those taught using the Traditional
the experimental and control group is 18.75 and
method.

Table 2: Summary of ANCOVA Result of Students Performance in both groups

Source Type III Sum df Mean Square F Sig.

of squares

Corrected 3296.895a 2 1648.447 13.676 .001

Model

Intercept 45.085 1 45.085 .374 .552

Pretest 3286.151 1 3286.151 27.263 .000

Group 9.374 1 9.374 .078 .785

Error 1446.438 12 120.537

Total 63025.000 15

Corrected 4743.333 14

Total

a. R Squared= .695 (Adjusted R Squared= .644)

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From table 2, the p-value for groups is 0.785. Hence experimental and control were at the same level of
p>0.05, the null hypothesis is accepted. This implies performance even after the administration of the test.
that there is no significant difference in the mean
performance scores of secondary school students Question 2: What is the difference in the mean
taught quadratic expansion using the Japanese performance scores of male and female secondary
Multiplication Pedagogical Approach (JMPA) and school students taught quadratic expansion using the
those taught using the Traditional method. It Japanese Multiplication Pedagogical Approach
therefore means that both the students in the (JMPA)?
Table 3: Mean Performance Scores and Standard Deviation of Male and Female Students
Group Pretest Posttest
? SD ? SD Mean Difference
Male 46.00 10.84 65.00 14.14 19.00
Female 41.67 10.41 60.00 12.00 18.33
? ?
Total 43.84 10.63 62.50 13.07 0.67

In table 3, the mean pretest performance score for However, hypothesis 2 was tested at 0.05 to ascertain
male and female students in the experimental group is the level of significant difference of their
46.00 and 41.67 respectively while the mean of performance scores.
posttest scores for the male and female students is
65.00 and 60.00 respectively. However, the mean Hypothesis 2: There is no significant difference in
difference in the performance score for the male and the mean performance scores of male and female
secondary school students taught quadratic
female students is 19.00 and 18.33 respectively. This
expansion using the Japanese Multiplication
shows that both the male and female students
Pedagogical Approach (JMPA).
improved upon their performance in mathematics.

Table 4: Summary of ANCOVA Result of Male and Female Students Performance

Source Type III Sum df Mean Square F Sig.

of squares

Corrected 200.698a 2 100.349 .776 .509

Model
Intercept 594.715 1 594.715 4.602 .085

pretest 153.823 1 153.823 1.190 .325

Gender 15.511 1 15.511 .120 .743

Error 646.177 5 129.235

Total 32725.000 8
Corrected 846.875 7

Total

a. R Squared= .237 (Adjusted R Squared= -.068)

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From table 4, the p-value for gender is 0.743. Hence Pedagogical Approach (JMPA) improved equally
p>0.05, the null hypothesis is accepted. This implies and greatly on their performance in mathematics.
that there is no significant difference in the mean
performance scores of male and female secondary Question 3: What is the difference in the mean
school students taught quadratic expansion using the interest rating of secondary school students taught
Japanese Multiplication Pedagogical Approach quadratic expansion using the Japanese
(JMPA). Hence both the male and female students Multiplication Pedagogical Approach (JMPA) and
that were exposed to the Japanese Multiplication those taught using the Traditional method?

Table 5: Mean Interest Rating and Standard Deviation by Groups

Group Pretest Posttest Mean Difference
? SD ? SD
JMPA Approach 72.50 13.89 90.63 10.50 18.13
Traditional Approach 67.86 16.04 75.00 10.00 7.14
Total ?
70.18 14.97 ?
81.32 10.25 10.99

Results in table 5 shows that the mean interest rating JMPA showed higher interest in learning
of students taught quadratic expansion with Japanese mathematics than the students taught using the
Multiplication Pedagogical Approach (JMPA) is traditional approach. To show if the difference in the
90.63 with standard deviation of 10.50 while that of mean interest rating of students in the two groups is
the students taught quadratic expansion using the significant, hypothesis 3 was tested at 0.05 level of
traditional approach is 75.00 with a standard significance.
deviation of 10.00. The mean difference in the JMPA
and the traditional approach is 18.13 and 7.14 Hypothesis 3: There is no significant difference in
respectively. It therefore means that the mean interest the mean interest rating of secondary school students
rating of the students taught quadratic expansion taught quadratic expansion using the Japanese
using the JMPA is higher than those taught quadratic Multiplication Pedagogical Approach (JMPA) and
expansion with the traditional approach. This implies those taught using the Traditional method.
that the students taught quadratic expansion using the

Table 6: Summary of ANCOVA Result of Students Interest in both groups

Source Type III Sum df Mean Square F Sig.

of squares

Corrected 1320.278a 2 660.139 8.226 .006

Model
Intercept 1799.665 1 1799.665 22.424 .000
pretest 408.819 1 408.819 5.094 .043
Group 699.739 1 699.739 8.719 .012
Error 963.056 12 80.255
Total 106450.000 15
Corrected 2283.333 14

Total

a.R Squared = .578 (Adjusted R Squared =.508)

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From table 6, the p-value for groups is 0.012. Hence to the JMPA showed higher interest in learning
p<0.05 the null hypothesis is rejected. This implies mathematics as compared to the students that were
that there is a significant difference in the mean taught using the traditional approach.
interest rating of secondary school students taught Question 4: What is the difference in the mean
quadratic expansion using the Japanese interest rating of male and female secondary school
Multiplication Pedagogical Approach (JMPA) and students taught quadratic expansion using the
those taught using the Traditional method. It Japanese Multiplication Pedagogical Approach
therefore means that the students who were exposed (JMPA)?
Table 7: Mean Interest Rating and Standard Deviation of Male and Female Students
Group Pretest Posttest Mean Difference
? SD ? SD
Male 71.00 16.73 90.00 12.75 19.00
Female 75.00 10.00 91.67 7.64 16.67
? ?
Total 73.00 13.37 90.84 10.20 2.33

Results in Table 7 shows that the mean interest rating and female students is statistically significant or not.
of the male and female students in the JMPA is 90.00 Hypothesis 4: There is no significant difference in
and 91.67 respectively. The result indicates that there the mean interest rating of male and female
is no much difference between the male and female secondary school students taught quadratic
students' mean interest rating in mathematics. expansion using the Japanese Multiplication
However, hypothesis 4 was tested to determine if the Pedagogical Approach (JMPA).
difference in the mean interest rating between male
Table 8: Summary of ANCOVA Result of Male and Female Students Performance
Source Type III Sum df M ean Square F Sig.

of squares

Corrected 176.136a 2 88.068 .739 .523

Model

Intercept 999.546 1 999.546 8.389 .034

pretest 170.928 1 170.928 1.435 .285

Gender .095 1 0.95 .001 .979

Error 595.739 5 119.148

Total 66475.000 8

Corrected 771.875 7

Total

a. R Squared= .228 (Adjusted R Squared= -.081)

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Science 58th
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Vol. 49, Conference
No 3, September. 2022
From table 8, the p-value for gender is 0.979. Hence achievement in geometry. The result is also in
p>0.05, the null hypothesis is accepted. This implies agreement with the findings of Gambari, Falode and
that there is no significant difference in the mean Adebenro (2014) who carried out a study on the
interest rating of male and female secondary school effectiveness of computer animation and geometry
students taught quadratic expansion using the instructional model on mathematics achievement and
Japanese Multiplication Pedagogical Approach retention on junior secondary school students in
(JMPA). It therefore means that both the male and Minna, Nigeria and found that, there was no
female students demonstrated similar interest in significant difference reported in the post test
mathematics. performance scores of male and female students
taught geometry using computer animation and
DISCUSSION instructional model respectively.
Result from hypothesis 1 shows that there is no Result from hypothesis 3 shows that there is a
significant difference in the mean performance significant difference in the mean interest rating of
scores of secondary school students taught quadratic secondary school students taught quadratic
expansion using the Japanese Multiplication
expansion using the Japanese Multiplication
Pedagogical Approach (JMPA) and those taught
Pedagogical Approach (JMPA) and those taught
using the Traditional method. It therefore means that
using the Traditional method. It therefore means that
both the students in the experimental and control
group were at the same level of performance even the students who were exposed to the JMPA showed
after the administration of the test. This result higher interest in learning mathematics as compared
disagrees with the findings of Abari and Tyovenda to the students that were taught using the traditional
(2022) who conducted a research on the effect of approach. This finding disagrees with the findings of
Japanese multiplication on students' achievement Shu and Luan (2019) who conducted a research to
and retention in mathematics and found out that the examine Students' interest towards mathematics in
students in the experimental group achieved higher technology-enhanced learning context and the results
than those in the control group. However, the finding of the descriptive statistical analyses revealed that the
is in line with that of Zengin and Kutluca (2012) who
students in both groups were relatively interested in
carried out a study to determine the effect of
mathematics.
Geogebra on students' achievement in Trigonometry
Result from hypothesis 4 shows that there is no
in Turkey and found that the students taught
trigonometry with Geogebra achieved higher than significant difference in the mean interest rating of
those taught with the traditional method. male and female secondary school students taught
Result from hypothesis 2 shows that there is no quadratic expansion using the Japanese
significant difference in the mean performance Multiplication Pedagogical Approach (JMPA). It
scores of male and female secondary school students therefore means that both the male and female
taught quadratic expansion using the Japanese students demonstrated similar interest in
Multiplication Pedagogical Approach (JMPA). mathematics. The findings of this result agree with
Hence both the male and female students that were that of Ghasemi & Burley (2015) which carried out a
exposed to the Japanese Multiplication Pedagogical
study to investigate gender differences in interest in
Approach (JMPA) improved equally and greatly on
mathematics and found out that there was almost no
their performance in mathematics. This result agree
with the findings of Abari, Gimba, Hassan, Jiya, gender difference in interest in mathematics between
Chado,Gana and Koroka (2019) who conducted a fourth graders.
research on effects of Geogebra Instructional
Package on Secondary school students achievement CONCLUSION
in Geometry in Makurdi Metropolis of Benue State In conclusion, the study used Japanese
and discovered that Geogebra instructional package Multiplication pedagogical approach to
is not gender bias in terms of improving students'
teach students quadratic expansion and

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Science 58th
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Vol. 49, Conference
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measured the students' performance and RECOMMENDATIONS
interest and compared the learning The following recommendations were
outcomes with those of students taught made based on the findings of the study:
quadratic expansion using the traditional 1. More effort should be made by teachers to
method. While there was no significant ensure that students develop interest in
learning mathematics. When the topic is
difference in the performance of students
linked to what the students like to do;
in quadratic expansion between the engagement deepens as they willingly
experimental and control group, there spend time thinking and creating ideas in
was significant difference in mean meaningful ways.
interest rating of students taught 2. The study also recommended that teachers
quadratic expansion in the experimental should deploy ethno mathematics teaching
strategies that can improve the learning
and control group. The findings also
outcome
suggested that there was no significant
difference in the interest and performance
of students taught quadratic expansion
using Japanese Multiplication
pedagogical approach.

REFERENCES
Abari, M.T. & Andrew, K.D. (2021). Effect of Geoboard on the Performance of Junior Secondary School
Students in Geometry in Makurdi Metropolis of Benue State. International Journal of Advances in
Engineering and Management. 3(12), 225 – 228
Abari, M.T; Gimba, W.R; Hassan, A.A; Jiya, M; Chado, A; Gana. S.C; Koroka, M.U.S. (2019). Effect of
geogebra instructional package on secondary school students' achievement in geometry in Makurdi
Metropolis of Benue State. Instructional Journal of Research and Innovation in Applied Science. 4(3),
7 – 10.
Abari, M.T. & Tyovenda, T.M. (2021). Effect of metacognition on secondary school students' performance in
mathematics in Gwer-East Local Government of Benue State. International Journal of Advances in
Engineering and Management. 3(12), 297 – 302
Abari, M.T. & Tyovenda, T.M. (2022). The effect of Japanese multiplication on students' achievement and
retention in mathematics. International Research Journal of Modernization in Engineering
Technology and Sciences. 4(3), 1547 - 1554
Adigun J.I, Onihunwa, J; Sada,Y; & Adesina, O. (2015). Effect of Gender on Students' Academic Performance in
Computer Studies in Secondary Schools. Journal of Education and Practice
Azmidar, A., Darhim, D., & Jarnawi, D. (2017). Enhancing students' interest through mathematics learning.
Gambari, A. I.I, Falode, C.O & Adegbenro, D. A. (2014). The effectiveness of computer animation and geometry
instructional model on mathematics achievement and retention on junior secondary school students in
Minna, Nigeria. European Journal of Science and Mathematics Education, 2(2), 127 – 146.
Garain, D.N. & Kumar, S. (2018). Japanese vs Vedic Method for Multiplication. International Journal of
Mathematics Trends and Technology
Ghasemi, L & Burley, A (2019). Gender Differences in interest and performance of students in Mathematics
Harrison, M. (2018). What is the importance of mathematics in our daily lives? The Scientific World
Heize, A., Reiss, K., & Franziska, R. (2005). Mathematics achievement and interest in mathematics from a
differential perspective. 37(3), 212 – 220

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022
Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist,
41(2), 111 – 127
Kyungmee, P.; Aarnout, B.; Joana, B.; & Lynn, A.S. (2008). The Role of Mathematics in the overall curriculum
Mousa, K. (2017). Female students are more likely to get higher grades than male students
Olalekan, O. I. (2006). An investigation of mathematics performance of high school students in Lagos state,
Nigeria: External Factors. Urban Education Research and Policy Annuals. 4(1), 178 – 188
Shu, L.W & Luan, S.W (2019). Relationship between interest and mathematics performance in a technology-
enhanced learning context in Malaysia. Research and Practice in Technology Enghanced Learning
Terna, G.I. & Eraikhuemen, I. (2017). Teachers' and Students' perception of factors influencing interest in
mathematics in Makurdi. African Journal of Studies in Education. 12(1), 40 – 55
Udegbe, G.I. (2009). Students' Interest as an important factor in improving the teaching and learning of
Mathematics.
Vreken, D. (2017). Japanese Multiplication Method. A guide on learning Japanese Multiplication.
Zengin, Y, & Kutluca, T. (2012). The effect of dynamic mathematics software geogebra on student achievement
in teaching of trigonometry. Procedia-Social and Behavioral Sciences. 31; 183 – 187.

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Abacus (Mathematics ofSeries)
Science 58th
M.A.N. ABACUS Annual National
Vol. 49, Conference
No 3, September. 2022

EFFECTS OF VAN HIELE PHASE-BASED TEACHING

STRATEGY ON HIGH, MEDIUM AND LOW ACADEMIC
ACHIEVERS

Abstract
This study was inspired by the consistently poor academic achievement of students at all levels of
education in mathematics generally and geometry in particular. The study, consequently, investigated
the effectiveness of van Hiele's phase-based teaching strategy on high, medium and low achievers
among pre-service mathematics teachers' in Niger State, Nigeria. Two research questions and
corresponding hypotheses were formulated to guide the study. The study adopts quasi experimental
design. One hundred and forty-nine (149) pre-service mathematics teachers from two colleges of
education in Niger state were purposively selected for the study. Geometry Achievement Test (GAT),
covering topics in Geometry was the instrument used to collect data for both pre and post achievement
test. The reliability coefficient of 0.78 was obtained for the instrument (GAT). The data were analyzed
using Analysis of Variance (ANOVA). The hypotheses were tested at 0.05 level of significance. The
results of the study indicated that van Hiele's phase-based teaching strategy is more effective than
conventional teaching strategy in improving pre-service mathematics teachers' achievement towards
geometry (F(1,147) = 30.331, p < 0.05). In addition the findings also indicated significant difference in
mean achievement scores of students with respect to ability level (F(2,83) = 97.674, p < 0.05). It was
recommended that van Hiele's phase-based teaching strategy should be adopted in teaching geometry
in colleges as it solves problem of the difficulties faced by the learners in the area of geometry concept
perceived to be difficult.

Keywords: Academic achievers, Effectiveness, pre-service mathematics teachers, teaching strategy,

van Hiele's phase-based,
Introduction Muchyidin & Nasehudin, 2022; Naufal et al.,
The primary aim of Education at whatever level 2021; Pujawan, Suryawan & Prabawati, 2020;
is to help individuals take advantage of its Yalley, Armah & Ansah, 2021) that are related to
potentials for best possible self and national teaching and learning of geometry. The model
development. Education is indeed precondition was thus developed by two Dutch
for meaningful and sustained national economy mathematicians in the 1950s, Pierre van Hiele
as such, it can never be of quality without and his wife Dina van Hiele-Geldof. The five
effective teaching. The teaching strategy used by levels according to Van Hiele (1986) are:
teacher therefore plays a significant role in the Recognition, Analysis, Order, Deduction and
attainment of instructional contents for Rigor.
meaningful learning and development of The levels are attained as a result of experience
necessary skills (Schneider & Preckel 2017). and instruction rather than age. Consequently, a
Skills in this context are the most specific learner is required to have enough knowledge of
instructional technique, such van Hiele's (classroom or otherwise) geometric thoughts to
geometric model which describes how children move to a higher stage of complexity. That is to
learn to reason in geometry, it consists of five say that the feature of the model is hierarchical in
levels and five phases of instruction which have nature. Each of the levels (levels 1 - 5) is
been applied in many studies (Falentina, accompanied by five phased-based instruction

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No 3, September. 2022

strategies. Chew (2009) affirmed that learners necessary to investigate in order to reinforce
must go through the entire five phases to be able previous findings.
to achieve each of van Hiele's level. The point Several studies (Abdullahi & zakari, 2013b; Abu
here is, each level of geometry classroom et al., 2012; Alex & Mammen 2016; Chew &
instruction is attained as a result of sequence of Lim, 2013; Falentina, Muchyidin & Nasehudin,
phases (van Hiele, 1986). The five phases of 2022; Naufal et al., 2021; Pujawan, Suryawan &
instruction are: Information, Guided orientation, Prabawati, 2020; Yalley, Armah & Ansah, 2021)
Explicitation, Free-orientation and Integration. have been carried out, validated and discovered
Hence, when a teacher is able to move up level of to be effective in teaching and learning of
geometry instruction process as a result of phase- geometry as a result of various studies carried
base instruction, it will help in improving out globally, it was however, established that van
learner's achievement in geometry. Hiele geometry model facilitates learning.
Literature about van Hiele model and academic However, studies comparing the achievement of
achievement in mathematics exist with different high, middle and low achieving students are yet
views and finding. To reinforce the current study, to be fully confirmed. This study therefore
other related works done using van Hiele model attempted to determine the effectiveness of van
were reviewed. Abdullah and Zakaria (2013a) Hiele's phase-based teaching strategy on
affirmed that the treatment employing the van achievement of High, medium and low achievers
Hiele phase-based teaching can be employed in among pre-service mathematics teachers' in
classrooms to improve learners' geometric Niger State, Nigeria.
understanding. This is supported by Chew
(2009) that learners must go via entire five Aim and objectives of the study
phases to realize every aspect of the van Hiele's The aim of this study is to determine the
level. In the opinion of Usman, Yew and Saleh effectiveness of van Hiele's phase-based
(2020), the van Hiele phase-based instruction teaching strategy on achievement of High,
provides teachers the opportunity of allowing the medium and low achievers among pre-service
learners to experience geometry stages mathematics teachers' in Niger State, Nigeria.
associated with the van Hiele model. Several Specifically, the research objectives were as
studies such as Abdullah and Zakaria (2013b) follows:
Abdullah, Ibrahim, Surif, and Zakaria (2014) 1. Determine the mean
Alex and Mammen (2016) Alebous (2016) Atebe achievement score of pre-service
and Schäfer (2011) Mostafa, Javad, and Reza mathematics teachers taught
(2016) were carried out employing van Hiele's using van Hiele's phase-based
phase-based teaching strategy on academic teaching strategy and
achievement. In all of these studies, Quasi- conventional (lecture) method.
experimental design, a pretest posttest control 2. Compare the mean achievement
group design was employed. The findings scores of low, medium and high-
however, revealed a substantial difference ability level pre-service
between treatment and control group. In mathematics teachers taught van
contrary, Halat (2008) Patkin and Barkai (2014) Hiele's phase-based teaching
Luneta (2015) in theirseparate findings though strategy.
not directly link to quasi experimental studies
indicates that there is no substantial difference on
the focus group. For this reason, it became very

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Research questions were used. Two instructional methods (van

The following research questions were raised for Hiele's phase-based teaching strategy and
the study: conventional (lecture) methods) were involved;
1. What are the difference in the mean the experimental group were taught using van
achievement scores of pre-service Hiele's phase-based teaching strategy and
mathematics teachers taught using van Hiele control group were taught using lecture method.
phase-based teaching strategy and lecture The population for the study is made up of all the
method? 814 pre-service mathematics teachers in the two
2. What are the difference in the mean colleges of education in Niger state, Nigeria
achievement scores among low, Medium and (College Department of Mathematics, 2017).
high-ability level pre-service mathematics The target population was year one (100 level)
teachers taught geometry using van Hiele pre-service mathematics teachers who had
phase-based teaching strategy and lecture registered MAT 122 (coordinate geometry). The
method? reason for choosing 100 level pre-service
mathematics teachers is because MAT 122
Null Hypotheses which is designed to prepare the pre-service
Based on the research objectives, the following mathematics teachers constitutes part of the
null hypotheses were formulated to guide the course to be studied at this level. The sample
study: consisted of 149 pre-service mathematics
HO1 There is no significant difference in the teachers 86 (62 male and 24 female) in
mean achievement scores of pre-service experimental group and 63 (54 male and 9
mathematics teachers taught Geometry female) in control group respectively captured
using van Hiele's phase-based teaching from the intact class.
strategy and conventional (lecture) Geometry Achievement Test (GAT), covering
method. topics in Geometry was the instrument used to
HO2 There is no significant difference collect data for both pre and post achievement
among the mean achievement scores of test. To obtain ability level of students, an
low, medium and high-ability level pre- average of less than fifty percent (< 50%) in
service mathematics teachers taught pretest score (experimental group) were
geometry using van Hiele's phase based classified as low-ability level, those that
teaching strategy and conventional obtained an average of fifty to sixty nine percent
(lecture) method. (50% < 69%) were the medium-ability level
students while those with an average of seventy
Methodology percent and above (> 70%) are high-ability level
The study adopted the Quasi-Experimental students.
design. Specifically, the pre-test-post-test non- The reliability coefficient of 0.78 was obtained
equivalent control group design; there was no for the instrument (GAT). The data were
randomization of subjects because intact classes analyzed using Analysis of Variance (ANOVA).

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Results

Table 1: Mean and Standard Deviation of Pretest and Posttest Scores of Eexperimental
and Control group
Group N Pre-test SD Post-test SD Mean diff
Exp group 86 29.081 11.9757 57.698 10.8953 28.617
Control Group 63 40.095 16.8175 46.032 14.9698 5.937
Total 149 69.176 28.7932 103.73 25.8651 34.59

Table 1 shows the mean and standard deviation Similarly, the mean and standard deviation
of achievement scores of experimental and scores at pre-test and posttest for control group is
control group at pretest and postest. From the X= 40.095 and SD= 16.8175 and 46.032, SD=
table, it can be deduced that the mean and 14.9698 respectively. This gives the mean gain
standard deviation scores at pre-test and posttest of 5.937 in favour of postest. To determine if the
for experimental group is X= 29.081, SD= difference is significant, ANOVA was used as
11.9757 and 57.698, SD= 10.8953. This gives presented in table 2.
the mean gain of 28.617 in favour of postest.

Table 2: Summary of Analysis of Variance (ANOVA) of Posttest Scores of Experimental

Scores
Sum of Squares Df Mean Square F Sig.
Between Groups 4948.702 1 4948.702 30.331 .000
Within Groups 23984.076 147 163.157
Total 28932.779 148
Table 2 shows the ANOVA result of comparison basis of this, hypothesis one was rejected.
of posttest scores of students in experimental and Therefore, significant difference is in favour of
control group. An examination of the table experimental group taught Geometry using van
revealed F(1,147) = 30.331, p < 0.05. On the Hiele phase-pased teaching strategy
Table 3: Mean and Standard Deviation of Posttest Scores for Low, Medium and High
Ability level

Group N Mean Std. Deviation

High Ability 9 75.889 5.6446
Medium Ability 64 58.719 5.8131
Low Ability 13 40.077 7.2164
Total 86 57.698 10.8953

Table 3 shows the mean and standard deviation high abilty level X= 75.889, SD= 5.6446,
of posttest scores for low, medium and high medium ability level X= 58.719, SD= 5.8131
ability level. From the table, it can be deduced and X= 40.077, SD= 7.2164 respectively.
that the mean and standard deviation scores for

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Table 4: Summary of Analysis of Variance (ANOVA) of High, Medium and Low ability
levels of Experimental group
Sum of
Squares Df Mean Square F Sig.
Between Groups 7081.390 2 3540.695 97.674 .000
Within Groups 3008.749 83 36.250
Total 10090.140 85

Table 4 shows the ANOVA result of comparison of High, Medium and low ability levels. An
examination of the table revealed F(2,83) = 97.674, p < 0.05. On the basis of this, hypothesis two was
rejected. This implies that significant difference was established among the mean scores of the high,
medium and low achiever students.

Discussion based instruction in the teaching of geometry.

The results in Table 1 show that the mean gain The result of the study showed a statistical
achievement score of experimental group 28.617 substantial difference favoring the experimental
(van Hiele's phase-based teaching strategy) group. This is also in consistent with the result of
higher than the mean gain achievement score of Abdullah, Ibrahim, Surif, and Zakaria (2014)
control group 5.937 (conventional teaching who advocated that the procedure of instructing
strategy). This is further confirmed by ANOVA and learning geometry ought to be executed
result in Table 2 which has shown that the more efficiently for the reason of its significance
achievement of experimental and control groups in students' day-to-day lives. Their study was
differs significantly. The result indicated that thus, intended at developing activities centered
treatment using van Hiele's phase-based on learning geometry by means of van Hiele's
teaching strategy produced significant phases using Geometer's Sketchpad (GSP)
difference on pre-service mathematics teachers' software. In this study as well, ADDIE model
achievement in geometry. Based on the above was used, and learning kit incorporated called
results, it was inferred that the significant Geo-V. The result indicated a substantial
difference observed may be credited to the difference in learners' geometric achievement
uniqueness of van Hiele's phase-based teaching between the experimental and control groups.
strategy. Hence, it was suggested that implementation of
The result of this study considering the above activities of van Hiele's phases of learning
therefore is consistent with the results reported geometry might be a point of reference in
by Abdullah and Zakaria (2013b) who different approaches to teaching and learning of
investigated the effects of van Hiele's phase- geometry in a classroom setting.
based geometry teaching strategy using the These results are in line with the report in
Geometer's Sketchpad (GSP) on learners' stage selected Nigerian and South African high
of geometric thinking. Similarly, the result is schools by Atebe and Schäfer (2011) who
also supported by the result of Alex and investigated a study aimed at finding out the
Mammen (2016) who conducted a study with insight into the means in which geometry is
359 Grade 10 learners from five purposefully taught. The study employed van Hiele model of
selected schools from Mthatha District in the geometry instruction to explain how the teaching
Eastern Cape Province in South Africa aimed at strategy might offer learners improvement in
finding out the influence of van Hiele theory- geometry. The results of the study show that the

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teaching methods employed in geometry the need for employing van Hiele's phase-base
teaching facilitated learner's achievement in teaching strategy in the classroom instruction
learning geometry. Precisely, the students taught with the view of achieving improved teaching
geometry using the observed teaching strategy and learning. Also in consonance with the
offer better opportunities to learn geometry current study is the study by Alex and Mammen
within the South African subsample, than within (2016) in the Eastern Cape Province in South
the Nigerian subsample. In other words, the Africa in which a multiple choice geometry test
study shows that the sample student whose was administered to the students before and after
observed teaching experience are arranged in five weeks of instruction (pre- and post-test
line with van Hiele's phases of learning exhibited design). The result indicated a statistically
an improved understanding of concepts in significant difference in the mean scores in
geometry than those whose geometry instruction favour of the experimental group.
is in divergence from van Hiele's phases of However, the result of this study contradicts the
instruction. finding of Halat (2008b). Halat
Also supporting the result of this study is the (2008b)compared reasoning stages in geometry
work of Mostafa, Javad, and Reza (2016) which of the pre-service elementary school and
examined the entire student teachers of secondary mathematics teachers with a total of
Farhangian University of Isfahan Iran with 281 teachers (125 elementary school teachers
population of 176 allotted randomly to treatment and 156 secondary mathematics teachers).The
and control group respectively. The study result revealed no statistically significant
employed quasi-experimental design, a pretest difference on the reasoning stages between the
posttest control group design to find out the pre-service elementary school and secondary
effect of educational package on pre-service mathematics teachers.
teachers' achievement using van Hiele's theory.
A standardized questionnaire of achievement Conclusion
goal was the instrument used for data collection The result obtained based on the aforementioned
in the study. Descriptive and inferential statistics finding of the study indicated that there was
was employed for analyzing the data collected. significant difference between pre-service
The result of the study shows a substantial mathematics teachers taught using van Hiele's
difference between the treatment and control phase-based teaching strategy and those taught
group scores. using conventional teaching strategy.
This result is in conformity with correspondent The results of the study indicate that van Hiele's
studies incorporating phase-based instruction, phase-based teaching strategy is more effective
namely Chew (2009), and Chew and Lim than conventional teaching strategy in
(2013), Muchyidin and Nasehudin, (2022), improving pre-service teachers' achievement.
Naufal et al., (2021), Pujawan, Suryawan and Consequently, the use of van Hiele's phase-based
Prabawati (2020) Yalley, Armah and Ansah teaching strategy could be regarded as one of the
(2021) whose studies were respectively meant at veritable strategies for enhancing achievement
finding out the effect of the van Hiele model over of pre-service mathematics teacher in Niger state
conventional teaching strategy. This therefore and Nigeria in general.
implies the introduction of van Hiele's phase- Based on the results of this study, implications of
based teaching strategy is timely as learners the study can be drawn on teaching and learning
show quite a significant achievement in of mathematics and geometry in particular
geometry. In addition, the result has reinforced within the context of Nigerian Colleges of

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Education. instructions. The strategy certainly permits the

Firstly, the study provided enough indication to learners to learn geometry effectively. In
illustrate that van Hiele's phase-based teaching particular, this suggests that the academic
strategy enhanced pre-service mathematics achievement of pre-service teachers in
teachers' academic achievement scores. The mathematics would be greatly improved if pre-
result revealed a significant difference between service teachers are exposed to van Hiele's
the achievements of pre-service mathematics phase-based teaching strategy. Therefore,
teachers taught using van Hiele's phase-based teachers should consider van Hiele's phase-
teaching strategy and those taught using based teaching strategies in teaching learners, as
conventional teaching strategy. In other words, the strategy will solve problem of the difficulties
learning through van Hiele's phase-based faced by the learners in the area of geometry
teaching strategy was significantly more concept perceived to be abstract. Another
effective in improving the geometry implication is that, the teaching strategy (van
achievement of pre-service mathematics Hiele's phase-based teaching strategy) when
teachers. The effectiveness of van Hiele's phase- incorporated into Nigerian classrooms
based teaching strategy could be attributed to the specifically at college of education level would
uniqueness of the strategy (phase-based) which assist in producing better academic achievement
aided lecturer to organize a more designed and of pre-service mathematics teachers. This
logical geometry class as pointed out by implies that mathematics lecturers now
Abdullah and Zakaria(2013a)andMeng and Idris generally have a supplementary inventive
(2012). Accordingly, the result obviously teaching strategy that will be employed to fight
supports the view that new teaching approach in underachievement and steady low academic
the study of geometry should be strongly achievement which have been recognized as
encouraged (NCTM, 2000). As such the teaching dictated by over dependence on conventional
strategy is a worthy teaching strategy to be teaching strategy.
adopted in teaching geometry in colleges of
education. Recommendation
The significant teaching implications for van Hiele's phase-based teaching strategy is a
classroom teaching practices is that, the worthy teaching strategy as such should be
application of van Hiele's phase-based teaching adopted in teaching geometry in colleges as it
strategy in mathematics classrooms would will solve problem of the difficulties faced by the
therefore serve as a stimulus, which possibly will learners in the area of geometry concept
encourage pre-service teachers to come to class perceived to be abstract.
and actively participate during mathematics

References
Abdullah, A. H., & Zakaria, E. (2013). The effects of van Hiele's phase-based instruction using the
geometer's sketchpad (GSP) on students' levels of geometric thinking. Research Journal of
Applied Sciences, Engineering and Technology, 5(5), 1652-1660.
Abu, M. S., Ali, M. B., & Hock, T. T. (2012). Assisting primary school children to progress through
their van Hiele's levels of geometry thinking using Google SketchUp. Procedia-Social and
Behavioral Sciences, 64, 75-84.
Alex, J. K., & Mammen, K. J. (2016). Lessons learnt from employing van Hiele theory-based
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instruction in senior secondary school geometry classrooms. Eurasia Journal of
Mathematics, Science & Technology Education, 12(8), 2223-2236.
Atebe, H. U., & Schäfer, M. (2011). The nature of geometry instruction and observed learning-
outcomes opportunities in Nigerian and South African high schools. African Journal of
Research in Mathematics, Science and Technology Education, 15(2), 191-204.
Blömeke, S., Kaiser, G., König, J., & Jentsch, A. (2020). Profiles of mathematics teachers' competence
and their relation to instructional quality. ZDM, 52(2), 329-342.
Chew, C. M. (2007). Form one students' learning of solid geometry in a phase-based instructional
environment using The Geometer's Sketchpad. Unpblished Doctoral dissertation, Fakulti
Pendidikan, Universiti Malaya, Malaysia.
Chew C M (2009). Assessing pre-service secondary mathematics teachers' geometric thinking.
Proceedings of the 5th Asian Mathematical Conference Penang, Malaysia.
Chew, C. M., & Lim, C. S. (2013). Enhancing primary pupils' geometric thinking through phase-based
instruction using the geometer's sketchpad. The Asia Pacific Journal of Educators and
Education (formerly known as Journal of Educators and Education), 28(1), 1-19.
Falentina, V. F., Muchyidin, A., & Nasehudin, T. S. (2022). Van Hiele's Theory and Think Pair
Share Cooperative Learning Model and Their Effect on Madrasah Tsanawiyah Student's
Level of Mathematical Thinking. Journal of General Education and Humanities, 1(1), 1-
11.
Federal Ministry of Education and Japan International Cooperation Agency (2007), SMASE news
letter. SMASE Nigeria Project (Strengthening Mathematics And Science Education), Vol. 1.
Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking in geometry among
adolescents. Journal for Research in Mathematics Education. Monograph, 3, i-196.
Hoffer, A. (1983). Van Hiele-based research. In R. Lesh & M. Landau (Eds.) Acquisition of
mathematics concepts and processes (pp. 205-227). New York: Academic Press
Naufal, M. A., Abdullah, A. H., Osman, S., Abu, M. S., & Ihsan, H. (2021). Reviewing the Van
Hiele Model and the Application of Metacognition on Geometric Thinking. International
Journal of Evaluation and Research in Education, 10(2), 597-605.
Ogunwale, O. R. (2021). Outdoor Classroom and Pictorial illustration Instructional Strategies as
determinants of learning outcomes in Basic Science among Students with hearing impairment
in Ibadan (Doctoral Dissertation).
Pujawan, I., Suryawan, I., & Prabawati, D. A. A. (2020). The Effect of Van Hiele Learning Model
on Students' Spatial Abilities. International Journal of Instruction, 13(3), 461-474.
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A
systematic review of meta-analyses. Psychological bulletin, 143(6), 565.
Usiskin, Z. (1982). van Hiele levels and achievement in secondary school geometry. (Final Report of
the Cognitive Development and Achievement in Secondary School Geometry Project)
Chicago: University of Chicago (ERIC Document Reproduction service Number ED220288).
Usman, H., Yew, W. T., & Saleh, S. (2020). Effects of van Hiele's phase-based teaching strategy and
gender on pre-service mathematics teachers' geometry achievement in Niger State, Nigeria.
International Journal of Pedagogical Development and Lifelong Learning 1(1), 1-8.
Yalley, E., Armah, G., & Ansah, R. K. (2021). Effect of the VAN Hiele Instructional Model on
Students' Achievement in Geometry. Education Research International, 2021.
Van Hiele, P. M. (1986). Structure and insight: a theory of mathematics education. Academic Pres.
Inc: Orlando, Florida.

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EFFECTS OF ELABORATION STRATEGY ON STUDENTS'

LEARNING ACHIEVEMENT AT SENIOR SECONDARY SCHOOL
MATHEMATICS, LAGOS STATE, NIGERIA
Alabi, Ibraheem Abiola (PhD), Samuel, Padonu Olusegun, Oyewuwo, Fumilayo Rasheedat &
Olusesan, Ezekiel Gbenga
Department of Mathematics Education, College of Science Education
Lagos State University of Education, Oto/Ijanikin, Lagos
Corresponding E-Mail: [email protected]
Abstract
This study examined the effects of elaboration strategy on students' learning achievement at senior
secondary school, Lagos State, Nigeria of quasi-experimental design of two non-equivalent groups
with sample comprised 113 students from two public secondary schools. Achievement test was used as
research instrument with reliability coefficients of 0.77. The data was analysed using both descriptive
statistics (mean, standard deviation and bar chart) and inferential statistics (ANCOVA) which were
used for research questions and in testing the hypotheses at 0.05 level of significance respectively. The
finding revealed positive effect of elaboration strategy on students in treatment group over
conventional group; the male students performed better than female students in terms of gender.
Furthermore, H01 revealed that pretest value of [F(1,112)=133.170; p<0.05] and the posttest value of
[F(1,112)=51.681; p<0.05] are both significant at 0.000 and H01 therby is rejected; H02 revealed that
gender value of [F(1,112)=0.757; p>0.05] is not significant at 0.386 and H02 is thereby not rejected;
and H03 revealed that interaction value of [F(1,112)=6.946; p>0.05] is not significant at 0.010 and H03
is thereby not rejected. Conclusively elaboration strategy on students has positive effect towards
students learning achievement in mathematics classroom.

Key words: Elaboration strategy, Mathematics, Learning Achievement.

Introduction classroom” (Alabi, 2020). This planned learning
Mathematics is the backbone to all sciences instruction must be tailored in a stepwise order,
subjects in school that plays a conspicuous role from simple to difficultterms in order to deepen
in the revitalization of nations and peoples, the students' understanding in Mathematics
towards the progress, growth and prosperity of classroom.Meanwhile, the students continue to
civilizations (Farrajallah, 2017).“Mathematics encounter challenges towards the learning of the
is taught not only to know and understand what is concepts. In ameliorating this challenge, several
contained in the mathematics itself, but the learning strategies had been used by various
mathematics is taught aims to train mindset of researcherswhich are classified into
students to solve the problem with the critical, Organizational, Delivery, and Management
logical, meticulous and precise ways” (Salwah, strategies. While among organizational strategy
n.d.)There is no doubtwhyMathematics is include elaboration strategythat help in solving
among the key subject to pass before being students' challenges in learning activities
admitted for most courses into tertiary institution through a sequential order.
in Nigeria education as a result of its importance. Besides, in the history of elaboration theory
“As a matter fact, Mathematics requires a according to Reigeluth, Merrill, Wilson &
planned learning instruction that would allow Spiller (1980) highlighted five course content
students' active participation in Mathematics organisation to include epitome, analogy, levels

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of elaboration, relating and summarizing. learning starts in brief overview and wide-
These are details as follows: ranging of the elements of the educational task
i. Epitome: The comprehensive ideas that (Elsayed, 2015). Thus, many researchers had
can be conceptual, procedural or worked severally on elaboration strategy and
theoretical of the course content, in reported its effectiveness on students learning
addition to illustrative specimens for achievements. Salwah(n.d.) conducted study to
such ideas in the aids for drilling and investigatethe effectiveness of elaboration
practicing. strategy in improving student's learning
ii. Analogy: The process of lesson in the achievement. This research was conducted on
stretched epitomes being related and senior high schools of two classes of
compared to a topic familiar to experimental and control groups selected
learners in order to facilitate the new randomly using experimental research
knowledge and information with the design.The result indicated that the students'
learners' cognitive knowledge. Mathematics learning achievement in
iii. Levels of Elaboration:The process of elaboration strategy classroom is more
presenting course content via gradual effective than students in conventional
elaboration of stretched epitomes strategy classroom.In another research study
from the general or simple or abstract conducted by (Elsayed, 2015) on effectiveness
to the specific or complex or concrete of using elaboration theory in teaching
respectively depending on the Mathematics to develop academic achievement
volume of the course content and the and critical thinking for primary students in
learners' ability to understand. Oman. This research study was randomly
iv. Relating: At this stage of elaboration selected and conducted on 119 students in the
theory, inter-relation occurs in period fifth grade school in Salalah city of Dhofar
of either to previous or following Governorate of two classes of experimental
stage in order to form a wide-ranging group (60 Students) and control group (59
theory towards educational task. Students). The result indicated that there was a
v. Summarizing: This involves wide- significant difference in favour of elaboration
ranging summarization of the strategy classroom over conventional strategy
concepts, principles and procedures classroom at 0.05 level of significance between
with the stretched epitome that the students' academic achievement.
comes at the end of course content Ezeahurukwe (2010) conducted study to
(Reigeluth et. al., 1980). investigate the effects of elaborative
It is the desire of the researchers that elaboration interrogation and self-assessment strategies on
theory as itemed by (Reigeluth et. al., 1980) is Mathematics achievement, test anxiety and self-
capable of bringing the required change in efficacyof low achieving students in Lagos State,
students towards their learning achievement as Nigeria. The study focused mainly on teachers'
supported by other researchers. “Elaboration methods of teaching Mathematics with little or
strategy is a teaching method that focuses on no consideration given to learning strategies
deliberate sequencing of concepts from simple to adopted by the students as well as some affective
complex” (Guwam&Gwandum, 2017). The components of the students that could contribute
elaboration strategy is seen from abstract to to achievement. This study was a non-equivalent
concrete ideas through organization of learning control group quasi-experimental design
content from the general to the specific topics, as involving three treatments and one control group

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with three instruments namely: Mathematics teaching and learning in the classroom. As there
Achievement Test (MATS), Mathematics Test are many strategies which the teachers can
Anxiety Scale (MTAS) and Mathematics Self- afford, yet students' learning achievement still
Efficacy Scale (MSES) were used for the pre-test faced various challenges (Alabi & Sanni, 2021).
and post-test. The study revealed that the mean Thus, among the teaching strategies is
scores of mathematics low achieving students elaboration strategy which had been effectively
exposed to elaborative interrogation, self- reported over the years for students' learning
assessment and a combination of the learning achievement. The effects of elaboration strategy
strategies were higher than those in the control had been supported with similar or different
groups whoadopted the conventional way of subject contents research study (Guwam &
learning Mathematics. The study also revealed Gwandum, 2017; Elsayed, 2015; Salwah, n.d.).
that gender has no significant influence on the The classroom teachers as well as the educators
Mathematics achievement, test anxiety and self- had also been drawn to paying adequate attention
efficacy of low achieving Mathematics students in the Mathematics classroom. Despite all these
and similarly there is no significant interaction efforts by various quarters, the yearly WAEC
effect of gender and the learning strategies on the Chief Examiner Report on students'
Mathematics achievement, test anxiety and self- Mathematics achievement still faces various
efficacy of low achieving students. challenges in the Mathematics discourse. The
However, this paper focused on the effectiveness implication here is that the use of elaboration
of elaoration strategy on students' learning and other strategy has not been implemented
achievement in sequences and series at Senior accordingly.
Secondary school, Lagos State, Purpose of the study
Nigeria.Decisively, the success of every nation The purpose of the study was to investigate
can easily be traced to the level of education theeffectiveness of elaboration strategy on
offering to perspectives citizen of that nation. students' learning achievement at senior
One can as well improve this standard of secondary school Mathematics, Lagos State,
education via incorporation of desirable learning Nigeria. In explicit terms, the study sought to
strategy. Besides, the role and outcomes of explore:
learning of Mathematics bring to the society · students' learning achievement towards
cannot be overestimated. If not critically check Mathematics in the experimental and
from secondary school learning curriculum may control groups.
hinder the development of the nation. In this · gender difference between students'
vein, to profound solution to improve students' learning achievementin the experimental
learning become imperative at all level and control groups.
education which form the basis for this research · the interaction effect of strategy and
work. gender on students' learning
achievement in the experimental and
Statement of the problem control groups.
The results of students' learning achievements in
the Mathematics over this year had been Research questions
woefully reported from year to year (Eniayeju & The following research questions guided the
Azuka, 2010; Olosunde & Olaleye, 2010; Bot, study:
2017). This rate of failure in mathematics had 1. To what extent is the mean difference of
been mainly attributed to lack of strategy for students' learning achievement towards

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Mathematics in the experimental and control females) served as the experimental group while
groups? school B comprising of 55 students (29 males &
2. To what extent is the gender difference of 26 females) served as the control group. One
students' achievement in the experimental and research instrument was used which include,
control groups? achievement test. A pre-test is used to measure
3. Is there no significant interaction effect of students' fundamental knowledge in
strategy and gender on students' learning Mathematics and further compared the result
outcomes in the experimental and control with post-test score which were assigned after
groups? the treatment. The data were collected using
Achievement Test on sequence and series which
Null hypotheses comprised 20 items. The items were presented in
The null hypotheses for this research study were a multiple-choice format with four alternative
tested at 5% level of significance: choices with one correct answer.
H01: There is no significant difference of students' The content which is basically on concepts and
learning achievement in the experimental and principles of sequence and series was
control groups. strengthened in content validity and reliability
H02: There is no significant gender difference of by three professional mathematics educators. Its
students' learning achievement in the reliability was tested on 20 students who did not
experimental and control groups. participate in the study and a Cronbach
H03: There is no significant interaction effect of Reliability Coefficient of 0.77 was obtained. The
strategy and gender on students' learning data collected were analysed in the consideration
outcomes in the experimental and control of the research questions and hypothesis. In
groups. analyzing the data, both descriptive statistics
(mean, standard deviation and bar chart) and
Methodology inferential statistics. In testing the hypothesis
The study employed a quasi-experimental formulated, the ANCOVA analysis was used and
design which involved two non-equivalent it was tested at 5% level of significance.
groups. The researchers and research assistants
undergone all the process of the research study. Results
The sample comprised 113 Senior Secondary Research Question One To what extent is the
Two (SSII) students (57 males & 56 females) mean difference of students' learning
from two public secondary schools in Lagos achievement towards mathematics in the
State. The SS II students were adopted because experimental and control groups? To deal with
the content taught was under the scheme of work this question, the mean scores in both
of SS II. There was no randomization of subjects experimental and control groups were
as intact classes were randomly assigned to computed. Figure I give the summary of these
experimental and control groups. School A results.
comprising of 58 students (28 males & 30

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Figure 1: Mean Scores of Students' Learning Achievement

From the results presented in fig. 1, it was shown Research Question Two: The question asked
that the mean scores of students' learning that to what extent is the gender difference of
achievement in experimental group is 24.83 students' achievement in the experimental and
while in control group is 19.13. This indicated control groups? To deal with this question, the
that students' learning achievement mean score mean scores in terms of gender for both
of experimental group is higher than mean score experimental and control groups were
of control group. computed. Figure II give the summary of these
results.

Figure 2: Gender Mean Scores of Students' Learning Achievement

From the results presented in fig. 2, it was shown scores of students' learning achievement of
that the male mean scores of students' learning experimental is higher than male mean score of
achievement in experimental group is 23.45 control group. Similarly, female mean scores of
while in control group is 21.82 and female mean students' learning achievement of experimental
scores of students' learning achievement in is higher than female mean score of control
experimental group is 26.21 while in control group.
group is 16.33. This indicated that male mean

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Table 1: Analysis of covariance (ANCOVA) of students’ learning achievement in experimental
and control groups.

Source Type III Sum of Squares df Mean Square F Sig.

Corrected Model 6107.607a 4 1526.902 43.579 .000

Intercept 1810.768 1 1810.768 51.681 .000

Pretest 4665.963 1 4665.963 133.170 .000

Gender 26.519 1 26.519 .757 .386

Group 930.595 1 930.595 26.560 .000

Gender * Group 243.382 1 243.382 6.946 .010

Error 3784.075 108 35.038

Total 64848.000 113

Corrected Total 9891.681 112

a. R Squared = .617 (Adjusted R Squared = .603)

Hypothesis One: There is no significant Hypothesis Three: There is no significant

difference of students' learning achievement in interaction effect of strategy and gender on
the experimental and control groups. The result students' learning outcomes in the experimental
shows that there is statistical significant and control groups. The result shows that there is
difference of students' learning achievement in no statistical significant interaction effect of
the experimental and control groups from Table methods and gender on students' learning
1with pretest value of [F(1,112)=133.170; achievement in the experimental and control
p<0.05] is significant at 0.000 while the posttest groups from Table 1with interaction value of
value [F(1,112)=51.681; p<0.05] is also [F(1,112)=6.946; p>0.05] which is not
significant at 0.000. Therefore, H01 is rejected. significant at 0.010. Therefore, H03 is not
Hypothesis Two: There is no significant gender rejected.
difference of students' learning achievement in
the experimental and control groups. The result Discussion of findings
shows that there is no statistical significant The findings revealed that the mean score of
gender difference of students' learning students' learning achievement of experimental
achievement in the experimental and control group is higher than those in control group and
groups from Table 1 with gender value of also when considering in terms of gender, the
[F(1,112)=0.757; p>0.05] which is not mean scores of male and female students of
significant at 0.386. Therefore, H02 is not experimental group are higher than those in
control group. This implies that elaboration
rejected.
strategy having a positive impact on students

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learning achievement in senior secondary school Conclusion
education than those using conventional The study was carried out to investigate the
approach. The results further revealed that effects of elaboration strategy on students'
hypothesis one indicating that there is significant learning achievement in sequence and series
difference of students' learning achievement in mathematics education at senior secondary
the experimental and control groups which is in school, Lagos State, Nigeria. The study
favour of those taught using elaboration strategy widening the existing literature of Elaboration
as it was found in the literature (Guwam & strategy as a very essential strategy for
Gwandum, 2017; Lin & Tai, 2015; improving the students' learning achievements.
Githua&Njubi, 2013). · The result shows that there is statistically
Hypothesis two indicating that there is no significant difference of students'
significant gender difference between the learning achievement in the
students' learning achievement in the experimental and control groups.
experimental and control groups. As a result of Therefore, H01 is rejected.
this, elaboration strategy can be used to close the · The result shows that there is no
gap if exist between the male and female statistically significant gender difference
students towards their learning achievements. of students' learning achievement in the
This is in support to Guwam&Gwandum, experimental and control groups.
(2017) findings that there are nosignificant Therefore, H02 is not rejected.
differences between the male and female · The result shows that there is no
students when exposed to elaboration strategy statistically significant interaction effect
towards learning achievement and in similar to of methods and gender on students'
Ezeahurukwe, (2010) findings that gender has learning achievement in the
no significant influence on the Mathematics experimental and control groups.
achievement, test anxiety and self-efficacy of Therefore, H03 is not rejected.
low achieving Mathematics students. Considering the results of this study, it becomes
Hypothesis three indicating that there was no neccessary to conclude that elaboration strategy
significant interaction effect between the method on students in mathematics classroom will effect
and gender on students' learning achievement in positively their learning achievement.
the experimental and control groups.This Recommendations
implies that the interaction between the The following recommendations are made based
strategies and gender did not in any way on the findings:
determine the students learning achievements. · Using of elaboration strategy to impact
The implication of the results is that those in students should be encoraged at senior
experimental group were exposed to elaboration secondary schools as its implicated to
strategywhich had a significant difference in their learning achievement.
their learning achievement when compare to · The pre-service teacher should also be
those in control group. This is in support to trained to understand elaboration
Ezeahurukwe (2010) findings that there isno strategyas they are future teacher to teach
significant interaction effect of gender and the future students.
learning strategies on the Mathematics · Regular seminar and workshop should be
achievement, test anxiety and self-efficacy of organised in order to prepare the
low achieving students. mathematics teachers on ultilisationof
elaboration strategy towards improving
students learning achivement.

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References
Alabi, I. A. (2020). Effect of Personalised Instruction on Students' Learning Outcomes and
Attitudein Mathematics Education at SeniorSecondary School, Lagos State,
Nigeria.International Journal of Innovative Research & Development. 9 (1),https://doi.org:
10.24940/ijird/2020/v9/i1/ JAN20060
Alabi, I. A. & Sanni, R. (2021). Effects of the Think-Pair-Share Instructional Strategy on
Students' Learning Achievement in Secondary School Mathematics. ABACUS, The Journal of
Mathematical Association of Nigeria, Vol. 46 No. 1, p. 118–128
Bot, T. D. (2017). Effects of Generative Learning Strategy on Students' Understanding and
Performance in Geometry in Lafia Metropolis, Nasarawa State, Nigeria. ABACUS, Journal of
Mathematical Association of Nigeria (MAN).42 (2) 16-25.
Elsayed, A. M., (2015). Effectiveness of Using Elaboration Theory in Teaching Mathematics to
Develop Academic Achievement and Critical Thinking for Primary Students in Oman.
International Journal of humanities and Cultural studies ISSN 2356-5926. 2 (3).
Eniayeju, A. A. &Azuka, B. F. (2010). Impediments of Mathematics teaching at the universal basic
education level in Nigeria. Journal of National Mathematical Sciences. 1 (1), 54-71.
Ezeahurukwe, J. N. (2010). Effects of Elaborative Interrogation Assessment Strategies
on Mathematics Achievement, Test Anxiety and Self-Efficacyof Low Achieving Students in
Lagos State, Nigeria. PhD Thesis
Farrajallah, A. E. (2017). The Impact of Employing the (Think - Pair - Share) Strategy to Gain
Some Number Sense Skills and Mathematical Communication Skills Among Fifth Grade
Students
Githua,B.N., &Njubi, J. N. (2013). Effects of practicing mathematical creativity enhancing
learning/teaching strategy during instruction on secondary school students' mathematics
achievement by gender in kenya'sNakuru Municipality. Asian Journal of Management
Sciences and Education, 2(2) 113-124, Retrieved from www.leen-luna.co.jp
Guwam, B. &Gwandum, G. S. (2017). Effects of Elaboration Strategy on Students' Performance and
Anxiety in Bearings and Distances at Senior Secondary Two Level in Plateau State. ABACUS,
Journal of Mathematical Association of Nigeria (MAN) 42 (2). 8-15,
Lin, S. W. &Tai,W. C. (2015). Latent class analysis of students' mathematics learning strategies
and the relationship between learning strategy and mathematical literacy. Universal Journal of
Educational Research, 3(6), 390-395.https://doi.org:10.13189/ujer.2015.030606
Olosunde, G. R. &Olaleye, O. O. (2010). Effect of concept mapping strategy on senior
SecondarySchool students' performance in Mathematics. Journal of National Mathematical
Sciences, 1 (1), 29-53
Reigeluth, C., Merrill M., Wilson, B. & Spiller, R. (1980). The Elaboration Theory of Instruction A
model for Structuring Instruction. Instructional Science, 9 (3), 195 -219.
Salwah, N. W. A. (n.d.). Effectiveness of Elaboration Strategy in Improving Student's Learning
Achievement. Pedagogy 1 (1). 97-113

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Science 58th
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Vol. 49, Conference
No 3, September. 2022
EFFECT OF THINK PAIR SHARE STRATEGY ON ACADEMIC
ACHIEVEMENT IN ALGEBRAIC EXPRESSION AMONG
SECONDARY SCHOOL STUDENTS IN KANO, NIGERIA
1
Badar, Y., 2Sidi, S.B., 3Shu'aibu, G., and 4Mukhtar, B.
1
Department of Computing and Mathematics Education, Kano University of Science and
Technology Wudil, Kano.
2
Mathematics Department, Aminu Kano College of Islamic and Legal Studies, Kano.
3
Department of Science and Technology Education, Bayero University, Kano
4
Department of Science Education, Federal University of Technology Minna, Nigeria
Corresponding author: [email protected]

Abstract
The study investigated the effect of the think-pair-share strategy on students' academic achievement in
algebraic expression. The study was guided by two objective, research questions and two
corresponding research hypotheses. The study used a quasi-experimental design with pre- and post-
test, experimental, and control groups. The population of the study consisted of 9,573 SS II students in
the Nassarawa education zone. Four intact classes, which consist of a total of 248 SSII students, were
randomly selected from the Nassarawa Education Zone, Kano. The instrument used for data collection
was the Algebra Achievement Test (AAT), which was validated by four experts, and the AAT's reliability
was determined to be .88 using the Pearson product moment coefficient. AAT was administered to the
subjects at the beginning of the study as a pretest. After a treatment period of six weeks, AAT was re-
administered to the subjects for the posttest. The mean and standard deviation were used to answer the
research questions, and the hypotheses were tested using the Z-test statistical tool at the level of .05
significance. The findings revealed that the achievement of students taught using the Think-Pair-Share
strategy was better than that of those taught using conventional methods of teaching, and it was also
discovered that there was no significant relationship between the teaching strategy and the students'
gender. Therefore, it is concluded that the think-pair-share strategy improved students' academic
achievement in algebra. The study recommends teachers embrace the strategy as it improves students'
achievement in algebra and mathematics in general.

Keywords: Think-pair share, Algebraic expression, Achievement.

Introduction Mathematics teaching exposes students to

The world has come a long way as a result of different ways of reasoning that lead to solutions
rapid discovery, innovation, and invention in to real-life problems.
science and technology through observations Mathematics is a branch of science that helps
and experiments. Modernization in every aspect students at all levels determine their choice of
of life is the greatest example of the profession. Mathematics is recognized as an
implementation of scientific and technological essential tool for the development of any society;
knowledge (Ahmad 2019). Science is the study it's a discipline that deals with data,
of the physical and natural worlds through measurement, and observations from science,
observations and experiments. Abimbola (2020) with inferences, deductions, and proof (Yadaz,
submitted that innovative and inventive science 2019). The application of mathematics cuts
and technology skill development is dependent across all areas of science, technology,
on mathematics teaching and learning. commerce, agriculture, economics, and health.

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According to Jayanthi (2019), commercial poor student-teacher interactions, and self-

organizations use mathematics in accounting, learning have been normal classroom practices.
inventory management, marketing, sales Knowing what methods are available and what
forecasting, and financial analysis. It teaches the objectives each method is best suited for helps
financial formulas, fractions, and measurements teachers easily select instructional methods that
used in interest calculation, hiring rates, salary help students develop self-reliance, become
calculation, tax calculation, and other business motivated to learn, and improve academic
tasks. Business mathematics, which also achievement. Abdurrahman and Sani's (2022)
includes statistics, analysis, and studies in good teaching strategy encourages students'
economics, help explain the interdependent active participation, promotes academic
relation between different variables; they try to achievement, and improves their retention rate.
explain what causes a rise in prices, Therefore, students need an effective learning
unemployment, or inflation. Mathematical strategy such as the Think-Pair-Share (TPS)
functions are modes through which real-life instructional strategy.
phenomena are made more understandable and Think-Pair-Share, on the other hand, is a strategy
logical. In addition, certain qualities that are that encourages students to develop individual
nurtured by mathematics are the power of ideas, share those ideas with others, and reduces
reasoning, creativity, abstract or spatial thinking, competitiveness in the learning environment. It
critical thinking, problem-solving ability, and is a questioning technique that promotes
even effective communication skills. students' active participation in the class
In Nigeria, mathematics is made a compulsory discussion, provides an opportunity for every
subject due to its impact on national student to share an idea and to answer every
development (FBN, 2004). Despite the question posed by the teacher, rather than using
importance and application of mathematics the basic recitation method in which a teacher
across different fields, there has been a poses a question and one student offers a
continuous outcry over the poor academic response (Sampel, 2013). Think-Pair-Share's
achievement of students in mathematics in instructional strategy, if effectively utilized,
internal and external examinations (Gagara, makes learning and working together a way of
Kwari, & Dikop 2019). In the WAEC chief life among students and also leads to
examiner's report for 2020, it was observed that improvements in academic achievement and
only half of the candidates could attempt retention ability in mathematics (Ginga, Usman,
elementary algebra and find the missing values and Mohammed, 2019; Anaduaka, Sunday, and
successfully. Algebraic concepts are the chief Olaoye, 2018, Ahmed, Mahabad, & Abdul
cause of failure in mathematics (Abdullah & Karim, 2016, and Al-Sultani, 2015).
Suhairom, 2018; Ogbu, 2020; Ladele, 2013). In view of this, the present study investigated the
This is as a result of many factors, such as the use effects of the Think-Pair-Share (TPS) learning
of an inappropriate teaching strategy or strategy and determined if it improved students'
continuous dependence on the same teaching academic achievement in algebraic concepts
method, an overcrowded classroom, a lack of among senior secondary school students in
qualified teachers, inactive methods of Nassarawa, Kano.
instruction, and improper assessments of
students' performance (Jimoh, Mamman, and Statement of the Problem
Kaseem, 2020). Based on the view above, it Reports on mathematics results at both internal
shows that poor student-student relationships, and external examinations have shown that

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students performed poorly due to a variety of female students taught algebra by think pair
factors, even though an improvement has begun share co-operative learning strategy.
to be observed (WAEC report, 2022). It is
observed that most of the teaching methods Methodology
adopted in mathematics class are not socially Research Design
friendly. This factor of student-student and The study was quasi-experimental design which
teacher-student relations can easily affect the adapted the pre-test, post-test control group
student's achievement. Hence, the problem of design. The design contains two experimental
this study was to determine the effect of the and control groups, and pretest (O1) posttest (O2)
think-pair-share strategy on students' to determine the academic achievement of these
achievement in algebra in Kano State senior groups. The experimental groups were exposed
secondary schools. to intervention (treatment) period using Think-
Pair-Share strategy and the control groups was
Objectives of the Study taught using guided-discovery method for six
i. Investigate the mean achievements score weeks.
of students taught algebra using think pair Population
share strategy and those taught with The population consisted of 9573 SSII students
conventional method. from Nassarawa Educational Zone, Kano. The
ii. Determine the mean achievement scores SSII students were used because SSI students
of males and females when taught algebra were newly introduced to senior secondary
with think pair share co-operative algebraic concepts while SSIII students were
learning strategy. busy preparing for the Senior School Certificate
Examination (SSCE).
Research Questions Sample and Sampling Technique
i. What is the difference between the mean Four schools were selected using Stratified
achievement scores of students taught random simple techniques, then one intact class
algebra using think pair share strategy and was selected from each school using simple
those taught using the conventional random sampling techniques consisting of 64
method? and 69 students used for male and female
ii. Is there any difference in the mean experimental group and 53 and 62 students used
achievement scores of male and female for male and female control group respectively.
students taught algebra using think pair Hence, the sample size was 248 SSII students
share learning strategy? made up of 117 male and 131 female students.

Research Hypotheses Instrumentation

The research hypotheses were set for testing at The Algebra Achievement Test (AAT) was the
0.05 level of significance as follows: instrument used for data collection. The AAT
H01: There is no significant difference between consisted of 30 items from the senior secondary
the academic achievements mean scores of school scheme of work. It was validated by four
students taught algebra concepts using think pair research experts: one senior lecturer from
share co-operative learning strategy and those mathematics education, one specialist in test and
taught using conventional method. measurement, and two secondary school
H02: There is no significant difference in the mathematics teachers who have spent more than
academic achievement mean scores of male and 15 years teaching in secondary school. The

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instrument was pilot tested on 30 respondents, administered as post-test to both groups to

which was different from the sample population. measure the achievement and research questions
Using the Pearson product-moment reliability were answered using descriptive statistics (mean
coefficient technique, the reliability coefficient and standard deviation) while the hypotheses
was determined to be .88. were analyzed using inferential statistical tools
(Z-test statistical tool) at 0.05 level of significant
Treatment using statistical package for social science
AAT was administered to both experimental (SPSS) version 22.
and control groups as a pre-test before the
commencement of the experiment by the Results
researcher. Two mathematics teachers served as Research Question One:
research assistants, one from each of the selected What is the difference between the mean
schools for the control group and were also given achievement scores of students taught algebra
detailed plan and instruction on the study prior to using think pair share strategy and those taught
the treatment. The treatment process lasted for using the conventional method?
the period of six (6) weeks for both control and
experimental groups. At the end, AAT was
Table 1 : Mean and Standard deviation of the students’ post -test
Group N x Stand. MD Stand.
Deviation Error Mean

Experimental 133 16.128 4.52 2.571 .39193

Control 115 13.557 4.241 .39547

Result of Table 1 shows that the experimental suggested that the experimental group got higher
group had a mean score of 16.128 in AAT with mean than the control group.
the standard deviation of 4.52 while the control
group had a mean score of 13.557 with the Research Question Two:
standard deviation of 4.241. The mean difference To what extent do the mean achievement scores
between the groups is 2.571, indicating that there of males and females differ when taught algebra
is a positive difference between the two groups in using think pair share learning strategy?
favor of experimental group. Therefore, this

Table 2: Mean and Standard Deviation of Male and Female Students Post-test
Group N x Stand. MD Stand.
Deviation Error Mean
Male 64 15.781 4.315 .5394
0.396
Female 69 16.449 4.711 .5671

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Table 2 shows that mean achievement score of Hypotheses

male students is 15.781 with the standard The null hypotheses were tested at 0.05 level of
deviation of 4.315 while the female counterpart significance as follows:
mean achievement score is 16.449 with the H01: There is no significant difference between
standard deviation of 4.711 and the difference the academic achievements mean scores of
between the male and female mean achievement students taught algebra concepts using think pair
score is 0.396, indicating that both the male and share strategy and those taught using
female students in the experimental group conventional method.
approximately had the same achievement score
when taught algebra using TPS strategy.

Table 3: Independent Sample Z-test of the experimental and control group

Group N x SD DF Z- value Sig. Decision
Experimental 133 15.977 4.391
246 7.991 .000* Not Supported
Control 115 11.365 3.351

*P< .05

Table 3 reveals that the calculated z-value is group achieved higher than the control group in
7.991 and the p-value is .000 which is less than the posttest mean achievement score.
significant level 0.005. The result affirms that H02: There is no significant difference in the
there is significant different between the mean academic achievement mean scores of male and
achievement score of the students taught algebra female students taught algebra by think pair
using TPS strategy and those taught using share co-operative learning strategy.
conventional method. Therefore, the null
hypothesis is rejected. Hence, the experimental
Table 4: Independent Sample Z-test of Male and Female Students Post-test.
Group N x SD DF Z-value Sig. Decision
Male 64 15.781 4.3149
131 .851 .396* Supported
Female 69 16.449 4.7109
*P> .05
Table 4showed independent sample Z-test of strategy. Therefore, the hypothesis three is
male and female students taught algebra using thereby accepted.
TPS strategy. The result shows that the z-value is Discussions of the findings
.851 and significant level of .396 which is greater From the findings it was revealed that there was a
than the p-value .005 (.396 > .005), indicating significant effect on the students' academic
that the p-value supported null hypothesis (H02). achievement based on the independent sample
This suggested that gender and the method of Z-test. The result indicated that those taught
teaching do not mutually influence students' algebra using TPS strategy outperformed their
achievement especially when taught with TPS counterpart taught using conventional method (P

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= 0.00 < 0.05). This finding agreed with the found out that the female students taught using
results of Adedeji (2021), Ginga, Usman and cooperative strategy out-performed their male
Mohammed (2019), Agbede and Ba'aba (2019) counterpart. Thus, this result indicated that TPS
and Henry (2018) who found out that students strategy favoured both male and female in the
learning through TPS strategy improve students' aspects of algebra and its more effective in
learning achievement. This is also in line with enhancing student academic achievement. This
the study conducted by Okafor & Chiagozie shows that employing TPS strategy for teaching
(2021) and Isa (2014) who reported from their and learning mathematics by given the female
findings that TPS strategy enhance teacher- students equal opportunity to fill the narrow gap
students' relationship and student-students' in learning mathematics when compare with
interaction in the teaching and learning their male counterpart to actively participate in
mathematics, and it encourages students to the learning process, then the female students are
search for knowledge rather than teacher capable competing in mathematics.
controlling the transmission of knowledge to Conclusion
students. Therefore, use of TPS strategy goes a Based on the findings the following
long way in boosting student' confidence in conclusions were made:
classroom discussion and participation. A 1. The use of TPS learning strategy in
student who is exposed to TPS is likely to teaching algebra concepts significantly
possess in-depth knowledge of the content area improves students' academic achievements
because such student will be able make an than traditional method.
effective interaction between peers, while he 2. The TPS strategy is not gender
also compares and evaluate his understanding of dependent, both the male and female
the content area with others understanding students in the experimental group
(Bamiro, 2015). Hence, TPS could arouse the approximately had the same achievement
student's interest toward the content area which score when taught algebra using TPS
could leads to better achievement. strategy. Therefore, the strategy is gender
It was also found that the mean achievement of friendly.
the male exposed to TPS strategy is
approximately equal to their female counterpart
exposed to the same TPS strategy. The difference
between the male and female achievement is not Recommendation
statistically significant (0.396). This result is in The recommendations from the study are as
line with Akanmu (2019) and Yusuf, Owede and follow:
Bello (2018) who posited that there is no gender 1.The mathematics teachers should be trained
influence in the students' achievement in on how to use the effective instructional
mathematics when taught using TPS strategy. method such as TPS strategy in teaching
However, it is also in variance to Haakachima mathematics to improve students' academic
and Lunjebe (2019) as well as Isa (2014) who and reflective thinking achievement.
found out that males benefited more than the 2. Mathematics teachers should endeavor to adopt TPS
girls who were both subjected to cooperative strategy and give equal opportunity to both male and
female students in the process of teaching and learning
learning. While it contradicts Lawan (2016) who of mathematics for better achievement.

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