ASSESSING SENIOR SECONDARY STUDENTS’ KNOWLEDGE OF BASIC MATHEMATICAL SKILLS AND ALGEBRA

Charles-Ogan G. I., Ibaan Gogo Zalmon

Abstract


This study assessed the extent of the senior secondary students’ knowledge of basic mathematical skills and algebrainObio/Akpor Local Government Area (LGA) of Rivers State, Nigeria. Four research questions and four hypotheses guided the study. A minimum sample of 400 students obtained from a population of 18,087 using Taro Yamane formula was selected by simple random sampling. Basic Mathematical Skills Test (BMST) and Algebra Performance Test (APT) were used for data collection. The instruments were validated by experts in Mathematics Education while their reliabilities were established using test-retest method. The reliability coefficients of 0.74 and 0.78 were obtained for BMST and APT respectively by correlating the test and re-test scores of BMST and APT using the Pearson product moment correlation. Mean and standard deviation were used to answer the research questions while sample t-test and analysis of variance (ANOVA) were used to test the hypotheses at 0.05 significant level. Major result of the study showed that students’ knowledge of basic mathematical skills and algebra is significantly high. The result also revealed that the differences in the male and the female students’ knowledge of basic mathematical skills and algebra were not significant respectively. It was recommended among others that the current instructional process and practice in Mathematics at the basic and senior secondary education levels should be sustained and instead improved upon by the Mathematics teachers.

 

Article visualizations:

Hit counter

DOI

Keywords


assessing, senior secondary students, knowledge, basic mathematical skills, algebra

Full Text:

PDF

References


ACME (2011). Mathematics Needs: Mathematics in the workplace and in higher education. London.

Brown, G. & Quinn, R.J. (2007). Fraction proficiency and success in algebra: What does research Say? Australian Mathematics Teacher, 63(3), 23 – 30.

Faridah, S. (2004). The ability to solve non-routine problems among high achievers. University Kabangsaan Malaysia, Bangt; Selangor.

Federal Republic of Nigeria (2014). National policy on education (4rd ed.). Lagos, National Educational Research Council Press.

Harvey, A. H. (2008). Don’t blame Government for what I say, or vice versa. Retrieved June 24, 2018 from http://www.madsci.org/post/archieve/200.08/966688 1978.sh.v.html.

Hayes, N. (2005). Reclaiming real “basic skills” in Mathematics Education. New horizons for learning. Retrieved July 15, 2018 from http://www.nethorizons.org.

Rivers State Senior Secondary Schools Board (2018). Population of senior secondary students for 2017/2018 session. Senior Secondary Schools Board, Port Harcourt.

Wonu, N. & Zalmon, I. G. (2017). Diagnosis and remediation of senior secondary student common learning difficulties in Mathematics from chief examiners’ report. European Journal of Research and Reflection in Educational Sciences, 5(1), 2-23.

Wonu, N. & Zalmon, I. G. (2018). Laboratory activity-based learning model and junior secondary students’ plane geometry performance. International Journal of Science, Engineering, Technology, Mathematics and Science Education, 3 (1&2), 105-110.

Wonu, N. & Harrison, N. S. (2018).Constructivist class of instructional models and senior secondary student geometry achievement. International Journal of Multidisciplinary Research and Development, 5 (12), 98 – 103.

Zalmon, I. G. & Wonu, N. (2017). Comparative analysis of students’ Mathematics achievement in West African senior secondary certificate examination in Nigeria. European Journal of Research and Reflection in Educational Sciences, 5(1), 24-31.

Zalmon, I. G. & George, N. R. (2018). Student and teacher perception of content difficulty in the Nigerian senior secondary Mathematics curriculum. International Journal of Mathematics Trends and Technology, 63(3), 157-168.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Charles-Ogan G. I., Ibaan Gogo Zalmon

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).