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- The ongoing poor achievement in mathematics underlines the need for effective instructional approaches that can boost students’ comprehension anThe study aimed to examine the effects of the flipped classroom model and gender on the mathematics achievement of senior secondary school students in Ijebu Ode, Ogun State, Nigeria. Fifty-four students were divided into an experimental group, which received flipped classroom instruction, and a control group, which was taught through traditional methods. Data were collected over six weeks using the Mathematics Achievement Test (MAT) with a reliability coefficient of 0.74, along with pre- and posttest assessments. The data were analyzed using ANCOVA. ANCOVA results revealed that the flipped classroom model had a statistically significant effect on students' mathematics achievement (p < 0.05), confirming the model's impact on academic achievement. The gender analysis showed that both male and female students benefited equally from the flipped classroom model, highlighting its inclusivity as an effective teaching strategy. The study concludes that the flipped classroom model significantly improves mathematics achievement in Ogun State’s secondary schools. It recommends adopting this model, coupled with appropriate teacher training and resource allocation, to promote equitable and enhanced learning outcomes.
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- In this study, we investigated shifts in pedagogical orientations of South African Physical Sciences pre-service teachers (PSTs) at a public university, and factors that influence such shifts. The Pedagogy of Science Teaching Test (POSTT) was administered to eight PSTs to establish and classify their pedagogical orientations into direct didactic, direct active, guided inquiry, or open inquiry orientations. Changes in their pedagogical orientations were tracked through the implementation of POSTT on two occasions while they were PSTs, and on one occasion when they were novice teachers. To determine the factors influencing shifts in their pedagogical orientations, interviews were conducted with them. The findings show that the PSTs are inclined towards a guided inquiry pedagogical orientation at the end of their initial teacher education. However, it was revealed that pedagogical orientation is not a static construct but evolves with experience. The shift in pedagogical orientation is influenced by factors such as school resources, class size, teaching time, curricular goals, and content knowledge, suggesting that pedagogical orientation is informed by intrinsic, teacher factors and extrinsic, environmental factors. Given these findings, recommendations are made for pre-service science teacher education, and for future research to further explore this aspect.
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- This study investigates the social and biological factors influencing mathematics anxiety among senior secondary school students in Sagamu Local Government Area, Ogun State, Nigeria. Data were gathered using a descriptive survey methodology, 500 students across five secondary schools using simple random sampling techniques. A standardized questionnaires Social Factor Questionnaire (SFQ, r=0.82), Biological Factors Questionnaire (BFQ, r=0.73) and Abbreviated Math Anxiety Scale (AMAS, r=0.84). Descriptive statistics (mean and standard deviation) and Pearson correlation analysis were used to analyze the data. Results reveal that family pressure, inappropriate teaching methods, the school environment, neurological responses to stress, and age and developmental stage are significantly related to mathematics anxiety among senior secondary school students. Conversely, learners' behaviour, genetic predispositions, and gender do not significantly affect mathematics anxiety. Therefore, the study recommends that schools s implement parent-teacher programs and counselling service to reduce family pressure and foster a supportive home environment for students.
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- Background: This study investigates the impact of the flipped classroom model on the retention of mathematical concepts among senior secondary students in Ogun State, Nigeria, with attention to gender-based differences. Aims: The study aims to examine both the main and interaction effect of strategies (flipped classroom model and conventional approach) and gender on the retention of secondary school students in mathematics in Ogun State, Nigeria. Having in mind to retain mathematical momentum within secondary school students in Ogun State. Method: Employing a quasi-experimental, non-equivalent control group design, the study compared retention scores between an experimental group using the flipped classroom model and a control group taught with traditional methods. Fifty-four Senior Secondary School II students were selected from two schools and divided evenly between the groups. Data was collected through pre-tests, post-tests, and delayed post-tests using the Mathematics Retention Test (MRT) with the reliability coefficient of 0.74. Analysis of Covariance (ANCOVA) was used to analyze the data. Results: The outcomes showed that students in the flipped classroom model had much better retention scores than those in conventional environments, therefore underscoring the success of the flipped model in encouraging long-term retention. Furthermore, results revealed that the approach helped male and female students equally; there was no appreciable relationship between gender and retention results. These findings highlight the possibilities of the flipped classroom as an inclusive and successful teaching tool to improve mathematical retention. Conclusion: The study concluded that the flipped classroom approach improves mathematical retention in Ogun State, Nigeria, without allowing any gender gap. Additionally, it shows that flipped classroom model help to retain the mathematical momentum of the students sampled. Adopting the flipped classroom model will help schools in Ogun State optimize their advantages for different student groups by means of teacher preparation and digital resource support.
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- This study examined the impact of broken homes (family conflicts, substance abuse, and single-parent households) on Junior secondary school students' mathematical performance in Abeokuta North Local Government Area, Ogun State, Nigeria. A survey research design using a quantitative approach was used, and a convenient sampling technique guided the selection of 5 schools from the population, of which 300 students were selected using simple random sampling. Four research questions guided this study. Broken Homes Questionnaire and Mathematics Academic Performance Test (MAPT) with reliability coefficients of 0.73 and 0.68, respectively, were used. The data were analyzed using regression analysis and descriptive statistics. Findings reveal no impact of family conflict, but substance abuse and single-parent households show a great impact on junior secondary school learners' performance in mathematics. Lastly, the results also show that the joint impact of the three variables has a great influence on the children's performance in school. In conclusion, single parenting, substance abuse, and family conflicts have an adverse effect on learners' academic performance. This is clearly linked to the looking-glass theory, emphasizing that a child will become what he experienced at home, which will, in turn, after the academic career. It is recommended that students from broken homes should be properly monitored, secured, and controlled.
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