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Feb 01

PERCEPTION OF STUDENTS TOWARDS THE LEARNING OF MATHEMATICS WITH THE AID OF USING THE INTERNET

PERCEPTION OF STUDENTS TOWARDS THE LEARNING OF MATHEMATICS WITH THE AID OF USING THE INTERNET

CHAPTER ONE/INTRODUCTION

Background to the Study

Although there is an increasing number of books and articles suggesting how the Internet can be used in the school classroom for mathematics (Barron and Ivers, 1998; Butler, 1998; Crane, 2000; Masselos, 2000; Herrera, 2001; Way and Beardon, 2001) most are merely lists of websites. Hitherto not much has been reported about the actual usage of the Internet in the everyday mathematics classroom and how students view these uses. This research tries to capture some of the practice that is currently being used in the mathematics classroom in line with calls for ‘more reflective, culture sensitive and practice-orientated research.’ (Keitel,1999) and for research to ‘be backed up by studies which take up the perspective of ordinary teaching practice and which incorporate choices autonomously made by teachers, independent of guided and controlled experimentation’ (Bottino and Furinghetti, 1999). As teachers become even more aware of individual differences and the theory of multiple intelligences (Gardner,1983), every teaching resource that is available becomes a potential tool for promoting maximum learning among students. In the mathematics and science area..

Daniel (1999) reported positive outcomes for students (N= 61) who underwent a web-based science learning project with a web site developed specifically for Malaysian schools. In this study it was reported that most students felt that the web site forced them to think, compared to the normal class and that they increased their scientific knowledge as compared to the normal science class. Students were found to be very focused throughout their activity, exhibited more cooperative and collaborative behavior, kept wanting to know and learn more and students and teachers began to speak more English. Another project (Hoffman, Wu, Krajcik & Soloway, 2003) investigated the depth and accuracy of eight pairs of sixth -grade students’ content understandings as well as their use of search and assessment strategies, when they used on-line resources via Artemis. Artemis is an on-line research engine designed by the University of Michigan to provide a permanent workspace and allow students access to preselected, preapproved and age-appropriate on-line resources for middle school learners. The study showed that the students benefited from access to on-line resources only with extensive support and scaffolding provided by teachers. Studies specifically in the mathematics area include those by Moor and Zazkis (2000) who also studied the navigational abilities of students through a particular web site and found that the benefit was that the students can choose their own pathways based on their own interests but that there were concerns about the lack of social interaction in general and the lack of teacher support when learning mathematics.

Generally, these studies explore the impact of custom built web sites or search engines on  students learning. Other studies, such as that carried out by Goudelock (1999) looked at the effect of using Swarthmore College’s Math Forum geometry Problem of the Week, an Internet-based learning resource, on high school student problem-solving achievement and attitudes toward mathematics. This web site is not custom built and is readily available on the Internet for the public. Gerber and Shuell’s (1998) study took a different approach by observing 8 students use the Internet for 5 weeks to obtain data for a regularly assigned 8th grade mathematics project while other students obtained data by other means. They reported that the project was not successful in fostering a deeper appreciation for the uses of mathematics and that the two groups did not differ. The Internet group was expected to more readily see the application of mathematics in other areas of life since they were actively involved in locating data, choosing a topic and formulating a question. They contended that attention should be given to instruction on how to search for information on the Internet, content knowledge and skills required by project (such as critical reading of results of data analyses in the news, etc,). It is against this background the study seek to investigate Perception of students towards the learning of mathematics with the aid of using the internet.

 

Statement of the Problem

The use of information and communication technology (ICT) in Nigeria education is lagging behind expectation and desire. This was revealed by the  fact while most secondary schools have some computer equipment; only a fraction was equipped with basic ICT infrastructure necessary for teaching and learning. Essentially, ICT in education is used to promote information literacy that is the ability to access use, evaluate information from different sources  so as to enhance teaching and learning, solve problems and generate new knowledge. Furthermore, United Nations and the World Bank affirms that ICT can increase access to education network for students, teachers and broaden availability of quality education material for emerging global economies.

 

This short fall in learning outcomes created a “gap” because it is at secondary schooling where returns to student education are highest and it is particularly important to acquire skills and competencies needed to become ideally empowered to respond to social change in societies for the better. But without ICT in education, students might  lack  the social empowerment that can make them compete with others favorably. Thus, failure to re-shape education practices to embrace ICT in schools in the district might be the main bottleneck preventing the students from acquiring equitable access of educational opportunities for quality education. Therefore, the researcher intended to find out the

Research Objectives

1.      To examine the correlations between student attitudes and perceptions to Mathematics and Internet Use.

2.      To understand the strategy in the use of the Internet in the mathematics classroom

3.      To analyze the solutions to the problem of inadequate integration of Internet in teaching and leaning of mathematics

Research Questions

1.      What are the Correlations between student attitudes and perceptions to Mathematics and Internet Use?

2.      What are the strategy in the use of the Internet in the mathematics classroom?

3.      What are the solutions to the problem of inadequate integration of Internet in teaching and leaning of mathematics?

Significance of the study

 

E-learning  have the potential to play a powerful role in enhancing teaching and learning in schools and preparing students to acquire skills, knowledge and competencies to enable them compete in the emerging global ‘knowledge’ economy. Data and information obtained in this  study  would  hopefully  be used to provide various education stakeholders with information that ICT integration in schools held a great promise in developing economies  like  Nigeria . The findings could also help the Ministry of Education in formulation of policies and strategies that can be used to enhance the academic standards in our schools. The study will also make possible recommendation towards increasing the use of ICTs in enhancing tea Limitations of the Study

Financial Constraints: The researcher was with limited funds, she cannot visit all the areas to get responses from respondents but she was able to get good information concerning the research topic.

Time Constraints: The researcher was involved in other departmental activities like seminars, attendance of lectures et.c which limited her time for the research but the researcher was able to meet up with the time assigned for the completion of the research work.

ching and learning processes.

  Definition of terms

The following terminologies have been used  throughout  this  study:

Compute refers to Electronic machine operated under the control of instructions stored in its own memory, that can accept data (input) manipulate data according to specific rules (process) produce results (out-put) and store    the results for future use.

  • Computer literacy:- refers to people being able to  use  computer technology  to facilitate the completion of necessary tasks and the solution of problems.
  • Curriculum: refers to a set of courses, and their content offered at school or university.
  • E-learning: refers to the purposeful use of electronic systems or computer in support of learning process, Allen 2003.
  • Hardware: refers to tangible components of computers including processors, input, output communication and memory.
  • ICT Integration: refers to the process of using  any  ICT  (Information resources on the web, multi-media programmes in CD-ROMs, learning objects or other tools) to enhance student teaching, William, 2003.
  • Impact: refers to the overall achievement of an  intervention  on  the  educational system and can be described by a variety qualitative of indicators such as improvements in national test results or improved learning in schools’ depending on the policy target. It is the end-point of an intervention involving input, process, output and outcome.
  • Informal learning: It refers to the  life-long  process  whereby  every  individual acquires attitudes, values, skills and knowledge from daily experiences and the educative influences and resources in him or her environment, from the library and the ICTs, Colley, H. Hodkinson, P &  Malcom J. 2002.
  • Information and Communication Technologies (ICTs): refers to networks that provide new opportunities for teaching, learning and training through delivery of digital contents, Prytherch 2000: 357.  For  the  purpose  of  this study and in the context of curriculum, ICTs will refer  to the  range  of  tools and techniques relating to computer-based hardware and software, to information sources as the internet, audio and video tapes, CD-ROMs and DVDs.
  • Integration: refers to a sense of completeness or wholeness, Earle, 2002; by which essential elements of a system are seamlessly combined  together  to make a whole.
  • Pedagogy: refers to what the teachers do when they interact with children to support their learning. (Most educators would consider that pedagogy encompasses the beliefs and actions of teachers including their teaching strategies, the organization of learning experiences and the learning  environment generally.
  • Questionnaire: refers to information data collection to be undertaken that consist of students, teachers and administrators on the resources required and ICT assisted educational support.
  • Software: refers to sets of instructions and data  used  by  computers,  sometimes referred to as computer programmes.
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Jun 04

CORRELATIONAL STUDY OF ACADEMIC PERFORMANCE OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN PUBLIC EXAMINATION

INTRODUCTION

The goal of teaching science is to increase people’s scientific literacy and make the world a better place. It is essential to acquire a fundamental understanding of science since it is a source of both personal pleasure and excitement. The world is confronted on a daily basis with challenges that need the application of scientific ideas in order to have an informed discourse, management, and sharing of resources such as air, water, and vegetation (Ellis, 2010).

According to Akporehwe and Onwiodukit (2013), the relevance of Science and Technology Education as a facilitator for sustainable development was highlighted during the World Summit on Sustainable Development (WSSD) in 2002. As a matter of policy, the government of Nigeria has required that universities accept candidates in a ratio of 60:40 in favor of scientific courses. This was done in recognition of the crucial relevance of science in the process of national development. The success of students is the single most essential criterion to consider when measuring the advancement of science via education.

According to Obemeata (1995), the level of success that secondary school students have in subjects like science and mathematics is a major factor in determining whether or not educational efforts to advance technology are successful. According to Olatoye (2002), scientific education lays the framework for employment in science-related professions by acquainting students with specific knowledge, talents, and attitudes. This is accomplished through teaching students about specific topics.

According to Ogbonna (2007), the scientific community now commands respect on a global scale; as a result, the teaching of scientific concepts has merited a prominent place in the curricula of all educational levels. Both public and private schools are examples of institutions that are owned and operated by third parties. Private schools in Nigeria may be owned by people, groups, or organizations, in contrast to the public schools that are held by the federal, state, and local governments in Nigeria. According to Berkeley Parent Network (2009), there is a significant amount of variation across private schools, and the level of parental involvement varies significantly from one private school to the next.

It is of the utmost importance to a parent that their kid attends a private school that offers amenities that are suitable for the requirements of their particular household. It is the duty of parents to provide financial support for their children’s educational endeavors.

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Jan 06

Effects of continuous assessment on students motivation and achievement in basic science learning

Chapter One/Introduction

 Background to the problem

Examinations and assessment are an integral component of our educational structure. They are conducted both formally and informally, at practically all levels of education and serve a variety of different functions. In the narrow sense, examinations and assessments may be thought of as having predominantly educational purposes. They may be used in order to:-

  • Assess students’ attainment at the end of a course or study programme.
  • Evaluate diagnostically students’ academic achievement, progress and/or learning
  • Evaluate students’ aptitude, possibly for the purpose of assigning them to different courses or teaching
  • Evaluate the effectiveness of an educational programme or curriculum. (Richard, 1999)

Most of the examinations and assessments regularly conducted by teachers and schools on an ‘internal’ basis tend to fulfill one or more of these educational functions. Other examinations for example, those conducted ‘externally’ by the recognized examining boards and certain professional associations, likewise have a primary educational purpose: to assess the attainment of a student at the end of a course of study. The primary assignment of any school is to ensure effective teaching and learning of which assessment and examination a form of evaluation, plays a significant role especially in decision making about school programme (Ijaya, 2002). Assessment in education in general is essential and is an on going process. It is the basis for all educational activities. Assessment information is a vital tool in the hands of the professional teacher. It directs guides and protects both the teacher and the learner at every stage of academics (Okwudire, 2005).

Continuous Assessment process is an important component of the National Policy on Education (FME, 2004). This system of assessment and evaluation is an innovation in the Nigerian educational system which has its genesis from the first national curriculum conference held in Ibadan in 1969. The outcome of that historic conference were published, a high powered committee consisting of educationist, university academics, civil servants, industrialist and intellectuals from various works of life was set up to study the report in depth and present recommendations based on its formulation into a new National Policy on Education (FME, 1977).

In 1977, an implementation task force was set up to prepare a blue print for the implementation of the new policy. Input into the Federal Task came from various state task forces set up for the purpose. The Federal Government White Paper on the implementation task force came out in 1979 and constitutes the basis of what is now the new National Policy on Education (FME, 1998). One of the distinct features of the new National Policy on Education is its emphasis on Continuous Assessment. According to an extract from the National Policy on Education (FME, 1998) “Educational assessment and evaluation will be liberalized by basing them in whole or in parts on Continuous Assessment of the progress of the individual.” The clearest statement as to how the desired ‘liberalization’ was to be achieved was stated in the National Policy on Education. And the type of education that will bring about self realization, better human relationship, national consciousness and technological progress in Nigeria (FME, 1998).

The new National Policy on Education in Nigeria has directed that Continuous Assessment should be used at all educational levels for the evaluation of student achievement. This means that every teacher from primary school to university should understand and practice it. Before the implementation of Continuous Assessment, the summative system of assessment was used where students will be assessed at the end of the term without including any other form of assessment, and this form of assessment is used to evaluate students achievement for placement and promotions to upper class. Mock examination was conducted prior to WAEC examinations. This result was often used to determine those students that qualify to write the final examination (WAEC) and also to secure provisional admission into higher institution before the release of WAEC result (Ango,1997). Carew(1985), stated that irrespective of how well a student’s performance is during his/her years of schooling, if his/her performance in the summative type of examination is not good, he/she is considered incapable of advancing further in education.

Dodo (1985) maintained that “there are even few cases of suicide from failure in final examination”. In view of the above reasons, schools and colleges adopted the Continuous Assessment system. The Federal Government of Nigeria stressed the need and importance of Continuous Assessment in relation to examination. It was stated in the National Policy on Education (FME, 1998) that there is the need for Continuous Assessment for the integration of all types of evaluations. Continuous Assessment therefore, represents a continuing awareness of the development of the pupil over a period of time and the general building of cumulative judgment. Continuous Assessment also referred to as “process evaluation” does not only measure advancement but also indicates the progress towards it. In science, especially chemistry, assessments should seek to measure the particular qualities that a curriculum or course seeks to foster in students. In the context of science (chemistry), such qualities may be divided into three broad categories outlined below according to Richard (1999):-

  1. Intellectual abilities and skills that include the student’s ability to recall, apply, evaluate scientific information and to plan and device experimental investigations for the solution of scientific problems Abilities of this nature are referred to as cognitive abilities.
  2. Manipulative skills and abilities that include skills in the handling and manipulation of materials and apparatus in the context of scientific investigations, as well as ability to follow instructions and to make accurate Generally these and related skills are referred to as psychomotor skills.
  3. Qualities that concerns students attitude and interest in science and the study of science and science related beliefs and values, as well as ethical judgments and interpersonal Qualities of this nature are generally referred to as affective characteristics: The influence of gender on the learning ability, interest and achievement of students cannot be overemphasized. Results of several researches conducted over the years revealed that there is significant difference in students’ choice of subject as well as their performance in science and non-science subjects. Olarewaju (2004) reported a significant difference between boys and girls achievement in the knowledge of biology concepts. Boys in this report were found to achieve better than girls. Dahiru (2004) also conducted a research to determine if gender is a factor in the selection of science subjects in Katsina Local Government Area. His result revealed that gender is not a factor in the selection of science subject in Katsina local government.

Adeqive (2000) attributes difference in learning ability of boys and girls to socialization process as girls are denied out of school and pre-school experience in problem solving especially those involving visual activity behaviour that inhibits the development of mathematics and science capability in girls. This research therefore, intends to provide equal opportunities for both boys and girls in the teaching and conduct of Continuous Assessment.

Academic achievement in science is viewed in different ways by different authors; depending on the context in which it is viewed. Generally, achievements means accomplishment or exhibition of proficiency in a given skill or body of knowledge. Amuset (1994) viewed academic achievement as the knowledge obtained or skill developed in the school subject usually designated by test score or by means assigned by the teacher.

However, Okebukola and Jegede (1986) subdivided achievement into three categories. These are:

  1. High achievers (top 75%)
  2. Medium achievers (middle 55%)
  3. Low achievers (bottom 25%)

Academic achievement, according to Musa (2000), refers to the quality of results produced by students as reflected in the quality of their examination scores. If more C.A is given, it means more motivation on the part of the students and it is hoped that the achievement will increase. Continuous Assessment is often used to motivate students to learn. According to Beard and Seniour (1980), motivation is understood by the teacher as “the urge to work independently either applying one self to his work, interest in ones task or course he has chosen, the desire for a good qualification and good employment, determination to pass examination or a defined goal which one has set for himself and sustenance of enthusiasm”.

This study therefore, intends to find out if students given more number of Continuous Assessment per semester will perform better in the final examination than those who are not given. The study also investigates whether there is any difference in the achievements of male and female students exposed to Continuous Assessment. And finally, the study intends to finds out theEffects of continuous assessment on students motivation and achievement in basic science learning

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