EFFECTS OF CUMULATIVE PRACTICE ON STUDENTS’ ACHIEVEMENT IN MATHEMATICAL GEOMETRICAL CONSTRUCTIONS IN ANKPA L.G.A. OF KOGI STATE, NIGERIA

Gideon Sunday Adeniyi, David Okpanachi, Samuel Achem Umoru

Abstract


The study investigated the effect of cumulative practice approach on SS one students’ achievement in mathematical geometrical construction in Ankpa Local Government Area of Kogi State, Nigeria. The study employed a pre-test and post-test quasi-experimental control group design. Four intact classes, one each from each of the four schools setting were used. The sample for the study consisted of 204 SSS1 students. The instrument used for this study was the Mathematics Achievement Test (MAT), with reliability coefficient of 0.77. Mean and standard deviation were used to answer the research question, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that students who were taught using cumulative practice approach achieved higher than those that were taught using conventional practice approach. The study recommended among others, workshops/seminars for teachers to enable students acquire the basic skills of the cumulative practice approach. Curriculum planners and publishers should make efforts of providing text books or computer assisted materials in mathematics that conform with cumulative practice approach.

 

Article visualizations:

Hit counter

DOI

Keywords


cumulative practice, students’ achievement, geometrical constructions

Full Text:

PDF

References


Alao, K. O. & Adeniyi, W. O. (2009). Advanced psychology of learning. Lagos. National Open University.

Banerjee, P. A. (2016). A systematic review of factors linked to poor academic performance. Retrieved From https://www.tandfonline.com>doi>pdf

Carnine, D. (1997). Instructional design in mathematics for students’ with learning disabilities. Journal of Learning Disabilities, 30, 130 – 141.

Emaikwu, S. O. (2011). Fundamentals of research methods and statistics. Makurdi: Selfers Academic Press Limited.

Eriba, J.O., & Iyekekpolor, S.A. (2006). Issues arising from science technology and mathematics education and youth empowerment in Nigeria. The Benue Valley journal of interdisciplinary studies, 5(1), 66 -76.

Ezenma, P. (2000). Effect of the Keller instructional model on students’ error minimization and interest in mathematics. Unpublished M. ED Thesis. University of Nigeria. Nsukka.

Gorgievski, N. (2011). The Impact of the Spacing Effect and Overlearning on Student Performance in Calculus. Retrieved From https://opencommons.uconn.edu/dissertations/AA13464319

Grady, M., Watkins, S., & Montalvo, G. (2012). The Effect of Constructivist Mathematics on Achievement in Rural Schools, Retrieved From https://files,eric.ed.govEJ987623.pdf

House, J. D. (2004). The effect of homework activities and teaching strategies for new mathematics topics on achievement of adolescent students in Japan: Results from the TIMSS 1999 assessment. International Journal of Instructional Media, 31(2), 199 – 210.

Iji, C. O. & Harbor-Peters, V. F. (2005). Effects of logo and basic programs on the achievement in geometry of junior secondary students. Abacus: The Journal of Mathematical Association of Nigeria, 30(1), 67 – 77

Keith, T. Z, Diamond – Hellen, C. D. & Goldberg Fine, J. (2007).Longitudinal effects of in-school and out-of-school homework on high school grades. School Psychology Quarterly, 19(3), 187 – 211.

Kristin, H.M., & Philip, N. C. (2002). The effect of cumulative practice on mathematics problem solving. West Virginia University. Journal of applied behavior analysis. 35(2), 105 - 123

Kurumeh, M.S., Akure, M. & Ogwuche, J. (2007). How to read and pass mathematics with joy. Makurdi: Kenbest printing & publishing co.

Kurumeh, M.S. (2009). Modernization in mathematics education. Makurdi: Azaben Publishers.

Kurumeh, M. S. & Iji, C. O. (2009). Improving students’ achievement in solving algebraic word problems using aesthetic value approach. Abacus: The Journal of Mathematical Association of Nigeria. 34(1), 37 – 45.

Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35 – 51.

Nguyen, D. M., Kulm, G. (2005). Using web-based practice to enhance mathematics learning and achievement. Journal of Interactive Online Learning (JIOL), 3 (3).

Obodo, G.C. (2004). Principles and practice of mathematics education in Nigeria. Enugu: Floxtone press.

Odili, G.A. (2006). Mathematics in Nigeria secondary schools: a teaching Perspective. Port Harcourt: Rex Charles & Patrick limited.

Pane, J. F., Steiner, E. D., Mathew, D. B., Hamilton, L. S., & Pane, J. D (2017). How does Personalized Learning Affect Student Achievement. https://www.rand.org>research_briefs

Park, K. M. & Leung, F. K. S. (2003). Factors contributing to East Asian students’ high achievement in mathematics: the case Korea. The Educators, 1(1), 7 – 19.

Roundy, A. R., & Roundy, P. T. (2009). The effect of repeated reading on student fluency: Does Practice always make Perfect? International Journal of Social Sciences. 4(1), 54 – 59.

Sidhu, K.S. (2006). The teaching of mathematics. (Fourth edition). New Delhi, India: Sterling publishers.

Skinner, B. F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice Hall.

Trautwein, U. (2007). The homework – achievement relation reconsidered differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(1), 372 – 388.

Tsue, E.A. & Anyor, J.W. (2006). Relationship between students’ achievement in secondary school mathematics and the science subjects. Journal of Research in Curriculum and Teaching 1(1), 48 – 54.

WAEC (2012). Chief examiner’s report, Lagos: The West African Examination Council.

WAEC (2013). Chief examiner’s report, Lagos: The West African Examination Council.

WAEC (2014). Chief examiner’s report, Lagos: The West African Examination Council.

WAEC (2015). Chief examiner’s report, Lagos: The West African Examination Council.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Gideon Sunday Adeniyi, David Okpanachi, Samuel Achem Umoru

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).