STRATEGIC CONTENT LEARNING AND STUDENTS’ MATHEMATICS TASK-PERSISTENCE, SELF-EFFICACY AND ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN ABIA STATE

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ABSTRACT

This study sought to explore the effect of Strategic Content Learning and Students’ Mathematics Task-Persistence, Self-Efficacy and Achievement in Senior Secondary Schools in Abia State. Six research questions and six null hypotheses guided the study. The sample for this study comprised 32 identified SS2 students with low achievement in Mathematics (16 males and 16 females) which was drawn from two intact classes in two secondary schools through multistage sampling technique from a total population of 1114 (487 males and 627 females) students in Abia State in 2019/2020 academic session (States Secondary Education Management Board, 2020). The study adopted a pre-test, post-test, control group experimental design. The specific design for this study was a non-equivalent pretest-posttest control group design, with the experimental group adopting strategic content learning strategy and the control group using the conventional teaching method. The two schools were assigned to the treatment and control conditions. Three instruments titled “Mathematics Task Persistence Questionnaire (MTPQ, Mathematics Self-Efficacy Questionnaire (MSEQ) and Mathematics Achievement Tests (MAT)” were developed by the researcher for the study. The instruments were validated by three experts, one specialists in Mathematics, one in Psychology and one expert in Measurement and Evaluation. Cronbach alpha procedure was used to determine the internal consistency of the MTPQ and MSEQ. Reliability estimates obtained were 0.86 and .87 for MTPQ and MSEQ respectively. Kudar-Richardson was used to determine the reliability of Mathematics Achievement Test (MAT) and reliability index of 0.79 was obtained. Data obtained through the administration of the MTPQ, MSEQ and MAT by the regular mathematics teachers who served as the research assistants, were organized and analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The study revealed the following findings: Intervention using strategic content learning strategy significantly improved students’ mathematics task-persistence, self-efficacy and achievement of students; Gender as a factor in the study had no significant influence on the mathematics task-persistence, self-efficacy and achievement of students. Among the educational implications of the findings of the study was that Mathematics task persistence self-efficacy and achievement of low achieving students depend on exposure to strategic content learning strategy. It was thus recommended that teachers should be taught how to help students acquire skills required in the use of strategic content learning strategy.








TABLE OF CONTENTS

 

Title Page                                                                                            i

Declaration                                                                                         ii

Certification                                                                                       iii

Dedication                                                                                          iv

Acknowledgements                                                                            v

Table of Contents                                                                               vi

List of Tables                                                                                      vii

Abstract                                                                                              viii

CHAPTER 1: INTRODUCTION                                                    1                                                                       

1.1       Background to the Study                                                        1           

1.2       Statement of the Problem                                                       9

1.3       Purpose of the Study                                                               10

1.4       Significance of the Study                                                       11

1.5       Research Questions                                                                13           

1.6       Hypotheses                                                                            13

1.7       Scope of the Study                                                                  14           

CHAPTER 2: REVIEW OF LITERATURE                                 16                     

2.1       Conceptual Framework                                                           16     

2.1.1    Strategic content learning                                                       16           

2.1.2    Task persistence                                                                     22           

2.1.3                  Concept of self-efficacy                                                         26

2.1.4      Achievement                                                                          28

2.1.5    Gender                                                                                    30

2.2       Theoretical Framework                                                          30                                                                                                           

2.2.1      Constructivist theory of learning by Jerome Bruner (1966)   31           

2.2.2    Social cognitive theory by Albert Bandura (1977)                35           

2.3       Related Empirical Studies                                                      37           

2.4       Summary of Review of Literature                                          50           

CHAPTER 3: RESEARCH METHOD                                          52           

3.1       Design of the Study                                                               52           

3.2       Area of the Study                                                                    53           

3.3       Population of the Study                                                          54           

3.4       Sample and Sampling Techniques                                        56           

3.5       Instruments for Data Collection                                             57           

3.6       Validation of the Instruments                                                 59           

3.7       Reliability of the Instruments                                                 59           

3.8       Method of Data Collection                                                     60           

3.9       Method of Data Analysis                                                        64           

CHAPTER 4: RESULTS AND DISCUSSION                              65           

4.1       Results                                                                                    65           

4.2       Summary of the Findings                                                       79           

4.3       Discussion of Results                                                             80           

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS    

5.1       Summary                                                                                87           

5.2       Conclusion                                                                              89           

5.3       Educational Implications of the Study                                   90           

5.4       Recommendations                                                                  91           

5.5       Limitations of the Study                                                         92           

5.6       Suggestions for Further Studies                                             93

REFERENCES                                                                                 94

APPENDICES                                                                                   104

                                                                                                                       

 

 

 

 

 

 

 

LIST OF TABLES   

4.1:      Pretest-posttest mean mathematics task-persistence scores

 and standard   deviation of students showing their

persistence in mathematics task                                                         65

 

4.2:      Summary of the 2-way analysis of covariance of students on

mathematics task-persistence scale                                                    67

 

4.3:      Pretest-posttest mean mathematics self-efficacy scores and

 standard deviation of students showing their self-efficacy in

carrying out mathematics task                                                            68

 

4.4:      Summary of the 2-way analysis of covariance of students

mean scores on mathematics self-efficacy     scale                            69

 

 4.5:     Pretest-post test mean mathematics achievement scores

and standard deviation of students                                                     70

 

4.6:      Summary of the 2-way analysis of covariance of students’

 mean scores on mathematics achievement test                                 72

 

4.7:      Pretest/post-test mean scores and standard deviation of

students in mathematics task-persistence based on gender.               73

 

 4.8:     Summary of the 2-way analysis of covariance of students

on mathematics task-  persistence scale based on gender                  74

 

4.9:      Pre-test/posttest mean scores and standard deviation of the

students in mathematics self-efficacy based on gender                     75

 

4.10     Summary of the 2-way analysis of covariance of students’

 mean scores on mathematics achievement test based on Gender            76

 

4.11:    Pretest-post test mean scores and stand deviation

of the students’ mathematics achievement by gender                       77

 

4.12:    Summary of the 2-way analysis of covariance of students’

mean scores on mathematics achievement test based on gender             78

 

 

 


 

 

 

 

 

CHAPTER 1

INTRODUCTION


1.1 BACKGROUND TO THE STUDY

Mathematic is a science of quantity and space. Mathematics is the body of knowledge that centers on such concepts as quantity, structure, space and change; and also a discipline that studies them (March & Hou, 2013). Mathematics is regarded as a necessary tool for effective functioning in any society, and the foundation for all science and technological development. The study of Mathematics in secondary schools is necessary in building up basic skills and competencies needed for scientific and technological development (Ohakwe, 2017). It is one of the core cross-cutting subjects in the Nigeria educational curriculum. This portrays the role it plays in any given society. Many countries of the world embark on making special comprehensive and well programmed strategies towards the effective teaching and learning of science and mathematics at all levels of educational system through the development and implementation of innovative programmes and projects (Maduabum & Odili, 2016).

 It is therefore obvious that mathematics is an indispensable tool and catalyst to the understanding of national problems. It is also, an intellectually stimulating subject that affects every facet of human activity such as politics, economy, science and technology (Abakpa & Iji, 2011). In line with the above, Salam (2015) asserts that it is a precursor for intellectual development and scientific discoveries and inventions; the wheel of scientific and technological innovations. In formal education, it is one of the basics of other subjects, especially the science subjects. So the learning of mathematics has become imperative in every society if the members of such a society are to cope with the fast changing development in science and technology. The pivotal place of Mathematics in national development and in everyday life may account for   inclusion of the subject as one of the core/compulsory subjects in school curriculum for children of school age (Abakpa & Iji, 2011). 

Despite the relevance of mathematics in national development, there have been persistent poor achievements in mathematics in the Senior Secondary Certificate Examinations (SSCE) in Abia State.  The trend of poor achievements in mathematics has been confirmed by the recent West African Examinations Councils’ (WAEC) Chief Examiners’ Reports for the years 2014 to 2020.These reports indicated that only  52.19%, 54.97%, 59.22%, 49.96%, 64.18%, 65.24%, 65.24% in  2014, 2015, 2016, 2017, 2018, 2019 and 2020 of the candidates who sat for the examinations obtained five credits including Mathematics, which is basic requirement for admission into science and technology courses in Nigerian universities (WAEC, 2014-2020. These uninspiring achievements in mathematics in the SSCE examinations are causes for concern. All these go to a large extent to reveal that poor mathematics achievement is a major problem that should be addressed.

In attempt to address the issue of students’ poor achievement in mathematics, many studies have been conducted using carefully planned instructional strategies (Ku & Sullivan, 2011; Adeneye & Nneji, 2012). Awolola, 2019. Ku and Sullivan (2011) recommended enhanced mastery learning (EML) strategy. Awofala, Adeneye and Nneji (2012) suggested framing and team assisted individualized instructional strategy. Choi and Hannafin (2017) recommended rich mathematical instructional contexts, which, they claimed supported mathematics problem-solving; Awolola (2019) recommended brain based learning strategy. All these concerned efforts notwithstanding, students’ achievement in mathematics has remained consistently low and discouraging at every level of education in Nigeria (Awofala, Adeneye & Nneji, 2012).        

According to Woofolk (2010), students’ poor mathematics achievement is highly related to their level of mathematics task persistence. Joubert and Andrews (2010) asserted that task persistence is defined as the length of time and amount of effort a learner is able to apply in order to master a task or solve a problem or attain a goal. It can also be defined as the extent to which an individual persists or tarries in providing answer to a given problem or task. Curiosity, interest, emotions and motivation (which can be based on previous success or failure) may determine the task persistence of the learner. Continuing, Woolfolk (2010) maintains that the type of goal and goal orientation an individual has could determine his/her task persistence. High task persistence is one of the characteristics of mastery-oriented learners who are not worried about their present performance, but focus on the mastery of the task.  Another factor that could explain the learner’s persistence is the type of lesson scenario a child is exposed to; thus it was noted that, for students to succeed in mathematics, there is a need to strike a balance between: task that has sufficient opportunities for success and that which requires considerable effort (Woodward & Brown, 2016). To master the task therefore, students need a quantum of persistence and self-efficacy. On that note, any instructional strategy that would improve the learners’ task persistence and self-efficacy in mathematics should be encouraged as Chief Examiner’s report (2016) suspects that students’ poor achievement in mathematics is “due to lack of task persistence and self-efficacy

Self-efficacy is the belief about personal competence in a particular situation (Woolfolk, 2018). Bandura (1997) defined self-efficacy as peoples’ beliefs in their capabilities to produce designated level of performance that exercise influence over events that affect their lives. Bandura pointed out that motivation; affective status and action are based on the person’s self-efficacy belief.  One’s expectations for success or failure at a particular task could be influenced by his/her sense of self-efficacy. On that note, any instructional strategy that would improve the learners’ self-efficacy beliefs in mathematics should be encouraged as Chief Examiner’s report (2016) suspects that students’ poor achievement in mathematics is “due to lack of self-confidence. Individual’s self-confidence in an area is known to be a measure of his/her self-efficacy in that particular area.

Many studies have attributed the problem of poor mathematics achievement and low task-persistence and low self-efficacy to different factors such as lack of motivation on the part of students (Osibodu 2010), lack of self-regulatory skills for mathematics learning (Woolfolk, 2010); teachers’ persistent use of conventional/traditional teaching method that encourages rote learning; and the socio-cultural background of students (Awofala, Adeneye & Nneji, 2011); lack of qualified mathematics teachers (Eze, 2013). However, Adeyemi (2010) and Iji (2012) maintain that the main problem is the conventional method of teaching mathematics prevalent in the country.

 Conventional teaching method is the traditional method of teaching in which the teacher takes control of the teaching –learning environment (Novak, 2018). It can also be defined as the teaching method in which the teacher is seen as the carrier of knowledge, who always gives knowledge to the learner (Ojo, 2011).  Therefore conventional method of teaching could be defined as the teaching method during which the power and responsibility of teaching-learning are held by the teacher who presents teaching in form of lecture; and make decision regarding learning content, process and specific outcomes. They regard students as having “knowledge holes” that need to be filled with information. This method views that it is the teacher who causes learning to occur. Such teaching method ends up producing students who consistently achieve poorly; who lack learning skills and so cannot persist on task; who have low perception of self-efficacy and so cannot on their own take charge of learning; they therefore cannot do anything positive to better their achievement (Woolfolk, 2010 & Buttler, 2016).

Consequently, Ugwuda (2018) suggests that one way to address this dilemma is by introducing and adopting the new innovations on the improved teaching strategies which are found to be effective in improving students’ achievement and related constructs like task-persistence and self-efficacy.  Researchers have shown that students demonstrate greater interest, understanding and high achievement if taught mathematics with strategies that are interactive and could arouse their interest to persist and enhance their self-efficacy (Iji, 2012; Gbogi & Haleye, 2016). With regards to improving achievement in mathematics, one approach is to identify ways and means of enhancing quality of “students’ thinking” in mathematics. This explains why Agulanna (2014) called for methods for improving teaching-learning, which will ensure quality education to enable the students favourably, compete and meet with scientific and technological challenges of twenty first century.

However, the shift from emphasis on “teaching strategies” to “learning strategies” and on self-regulated-learning in the last few decades is evident in the fact that educational researchers have focused  considerably on defining instructional strategies that support students to develop the knowledge and skills required to direct their own learning across context and time (Butler, 2016; Graham & Harris, 2019). Learners are now perceived to have more responsibility for their own learning. This is in line with the advocacy that individuals learn better, when they are proactive, self- organized, self–reflecting and self-regulating (Woolfolk 2010). Self-regulators are characterized as purposeful, strategic and persistent in their leaning.

The emergence and effectiveness of self-regulated learning theory in explaining students’ achievement in all fields of study especially mathematics and science have led to the introduction of different models through which self-regulated learning could be enhanced. Buttler (2013) adopted an instructional approach called Strategic Content Learning to promote Self-regulated Learning skills. Michiko and Barbara (2018) proposed three instructional models of developing self-regulated learning strategies in the learners. They are: Strategic Content Learning (SCL) or strategy training, embedding self-regulated learning into instruction and additional instructional design strategies.  The three models are meant to enhance self-regulated learning skills in the learners, so that learners would be able to direct their own learning even in the absence of the teacher in order to improve their achievements. However, considering the encompassing nature of one of the proposed models which is Strategic Content Learning model, this research focuses on the model.

Strategic Content Learning (SCL) is an instructional model in which, the learners are made to learn a given content and at the same time learn how to learn that content (learning strategies). During strategic content learning instruction, the tutor does not provide explicit modeling, but uses comments and questions to help students develop their own learning strategies (Buttler in Michiko and Barbara 2018). It involves the instructor/tutor using scaffolding techniques to help the learners develop their own specific strategies for learning a given task (Mickiko & Barabara, 2008). Buttler (2016) perceives strategic content learning as a process and a product which involves the teacher guiding the learner to choose a task (self-initiation) and guiding him/her through a self-regulated learning cycle of goal setting and regulating one’s effort to reach the goal, time management, physical and social environment regulation.

To this effect, it can be deduced that Strategic Content Learning (SCL) model equips the students/learners with learning strategies rather than focusing on direct content learning. The students and the tutor work collaboratively to strategize about the learning process while working on the course specific content. This method differs from academic tutoring which involves re-teaching course materials and goes beyond strategy development by aiding the students in applying their learning strategies to their current course work. It involves the tutor supporting the learner to engage in the cycle of self- regulated activities associated with successful learning. Such activities include:

·       Analyzing task requirement/demand

·       Select, adapt, invent and implement strategies for learning the task

·       Monitor progress

·       Revise and evaluate goals or strategies or both

The key instructional goal of this model is that, together with learning the content, the learners will construct meta-cognitive knowledge, motivational beliefs and resource management skills that will enhance student’ self-efficacy and task-persistence. This supports Chen’s (2012) proposition that to assist students to be effective in their learning, teachers should help students become aware of alternative ways of approaching learning situations as strategies vary from person to person and from task content to the others. Instead of passively receiving knowledge that is already discovered and packaged, the learners actively construct knowledge by integrating new information and experiences into the previous ones.

Shunk (2018) suggests that, to promote students’ self-regulation, teachers should provide the students with opportunities for self-reflective practices that improve students’ skills to monitor, evaluate and adjust their performance during learning process. With respect to that, the teacher should help the students develop specific strategies to learn a task rather than teach the content of the task. To that effect, Woolfolk (2015) identified several important principles for teaching these procedural skills/strategies, to include: teachers to expose students to different specific strategies, not general learning strategies only; teach conditional knowledge about when, where and why to use various strategies; help them develop the desire to employ these skills which general ability does not improve; and direct instruction to schematic knowledge for making sense of the materials. This implies that the learner has to have appropriate schema for interpreting the tasks.

The importance of these to instruction is that the teacher should  collaborate with the students to complete meaningful work (generate a context for communication); diagnose students’ strengths and challenges by listening carefully to students’ sense making as they engage in the work; engage students in collaborative problem solving while working towards achieving task goals; provide calibrated support for students in areas of need to cue more effective cognitive processing; use  language  in interactive discussions that students might employ to make sense of experience and  ask students to articulate ideas in their own words to promote distillation of new knowledge. 

Thus, strategic content learning model is meant to shift the learning responsibility from the teacher to learner and make the students mastery learners. Buttler (2016) conducted a research which indicated a positive effect of strategic content learning on task performance, achievement, meta-cognition, self-efficacy, attributions, strategy development, persistence and transfer of strategy use. Determining the extent Strategic Content Learning will enhance students’ achievement, task-persistence and self-efficacy in Mathematics is the focus of this study.

Another area of interest to the researcher is the issue of gender and achievement in mathematics. Gender refers to the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for men and women (World Health Organization, 2012). Gender refers to the roles, responsibilities, expectations and characteristics of males and females that are created in families, cultures and societies (Razzak, 2013). From the above definitions, it can be inferred that gender is a set of socially constructed values, attributes, roles, expectations and perceived capabilities which are distinctively associated to males and females in a given culture or society. Such attributes are learned and not natural. Many researchers have maintained that differences exist between sexes in mathematics achievement (Osefehinti, 2012).  They reported that male students achieve significantly better than female students in mathematics. This is at variance with Agwaga in Ugwuda (2018) and Nkurume (2014) who reported that female students achieved significantly better than the males in algebra. According to Okoye (2017), sex differences in mathematics achievement arise from the cultural setting and environment that impinge on the individual, rather than intellectual difference between males and females. This is why, in response to the problem of poor achievement in mathematics, Harbor-Peters in Uroko (2015) prescribed the use of effective teaching strategies that are capable of bridging the gap between the sexes (males and females) in mathematics achievement. It becomes imperative that innovative strategies such as strategic content learning are investigated to find out whether they affect the students’ task-persistence, self-efficacy and achievement on the basis of gender.


1.2 STATEMENT OF THE PROBLEM

The importance of mathematics to the individual in particular and to the society in general cannot be over-emphasized. It is an indispensable part of the intellectual equipment that cuts across persons, culture, society, endeavours and disciplines in relation to all works of life. In spite of the importance of mathematics to science, technology and national development, there is persistent poor achievement in teacher-made tests, West African Examination Councils’ examinations in the subject as a result of lack of strategic content learning, task-persistence and slf-efficacy. This has triggered a considerable concern from teachers, parents, curriculum experts and evaluators, such that a way out of the dilemma is worth seeking for.  A number of researches have been conducted to device some specific techniques by which mathematics teachers can enhance the students’ achievement in the subject. Many studies show that the key aspect related to educational achievement is attentiveness, active learning and time-on task. Research evidences from western countries suggest that strategic content learning model has the potential of improving the students’ mathematics task persistence and achievement. 

 

It is being advocated that, if mathematics should be taught using methods that increase the students’ meta-cognitive and cooperative learning strategies such as SCL, students could be empowered to take charge of their own learning; increase their store of mathematical knowledge and enhance retention and transfer of learned content to novel situations. Such students are likely to display an enhanced level of high task-persistence and achievement. The extent strategic content learning technique would improve the task-persistence and achievement of Nigerian students who operate in diffuse socio-cultural circumstances is yet to be determined.

Therefore, the problem of this study put in question form is: what is the effect of Strategic Content Learning on Students’ Mathematics Task-Persistence, Self-Efficacy and Achievement in Senior Secondary Schools in Abia State?


1.3 PURPOSE OF THE STUDY

The main purpose of the study was to determine the effect of strategic content learning on students’ mathematics task persistence and achievement.

Specifically the study sought to:

1.     Find out the differential effect of Strategic Content Learning and conventional method on the mean mathematics task- persistence scores of students.

2.     Find out the effect of strategic content learning on the mean mathematics self-efficacy scores of students.

3.     Determine the effect of strategic content learning on the mean mathematics achievement scores of students?

4.     Determine the effect of Strategic Content Learning on mean mathematics task-persistence scores of male and female students.

5.     Ascertain the effect of Strategic Content Learning on mean mathematics self-efficacy scores of male and female students.

6.     Find out the effect of Strategic Content Learning on mean mathematics achievement scores of male and female students.


1.4 SIGNIFICANCE OF THE STUDY

The findings of the study may support the framework of Bruner’s Constructivist theory and the social cognitive theory of Bandura. Bruner’s constructivist theory states that learning is an active process by which the learners construct new ideas or concepts from their environment based on the existing knowledge. Strategic content learning allows the students to construct meanings out of their learning experiences based on Brunner’s proposition. Therefore, if strategic content leaning can help improve teaching methods; assist curriculum design; enhance learning experiences and outcome for students; promote teaching strategies; provide valuable insights into effective teaching; promote students’ task-persistence and self-efficacy.

Practically, the study if published and implemented may be of great importance to students, mathematics teachers, teacher training institutions, the government, and to the society in general. The study may provide the mathematics teacher with an alternative and more effective approach to teaching-learning of mathematics in secondary schools and at all levels. It may equip teachers with the skill for remedial and intervention in order to carry everybody along in the class. When the strategic content learning is tested and documented, it could be employed by teachers of mathematics and sciences in teaching effectively those topics that are ordinarily difficult to comprehend.

To the students the study may help to equip them with creativity and may culminate into the acquisition of science process skills. This could in turn, go a long way in improving students’ mathematics performance in senior secondary school certificate examination, JAMB and even in higher schools.

To the teacher training institutions, the establishment of the effectiveness of strategic content learning may be of great importance. If the model is introduced into their curriculum, it may help them in improving the quality of teacher education. The skills may be instilled into the potential teachers such that when they undertake the teaching job, they may make use of the acquired skills.

To the Government, the research, if successfully completed and published may help in decision making. It may also help the government in organizing in-service training through workshops and seminars for the mathematics teacher in order to improve their competencies.

To society, the benefit of the study is obvious. The world today is looking forward to a society that is developed in science and technology. In respect of this, the government through the ministry of education may appreciate the importance of strategic content learning and may organize workshop, in-service training and seminars for the mathematics teachers in the system.

Gender equality has also proved controversial in societies today. The society is in search of measures to promote gender equality. If the effect of SCL on gender produces uniform improvement in mathematics task persistence, self-efficacy and achievement of students, gender equality may be promoted as male and female students may be encouraged to acquire skills necessary for improvement of their achievement and the society in general.

To the researchers, the findings of this study may provide them with information for future researches on area of learning strategies. Data from this study may as serve empirical basis of other research works.


1.5        RESEARCH QUESTIONS

The study addressed itself to answering the following research questions:

1.     What is the differential effect of Strategic Content Learning and conventional method on the mean mathematics task- persistence scores of students?

2.     What is the effect of strategic content learning on the mean mathematics self-efficacy scores of students?

3.     What is the effect of strategic content learning on the mean mathematics achievement scores of students?

4.     What is the effect of Strategic Content Learning on mean mathematics task-persistence scores of male and female students?

5.     What is the effect of Strategic Content Learning on mean mathematics self-efficacy scores of male and female students?

6.     What is the effect of Strategic Content Learning on mean mathematics achievement scores of male and female students?


1.6 HYPOTHESES

The following null hypotheses were tested at a P< 0.05 level of significance.

H01: There is no significant difference in the posttest mean mathematics task persistence scores of students who were exposed to strategic content learning approach and those taught using conventional method.

H02: There is no significant difference in the posttest mean mathematics self-efficacy scores of students based on exposure to SCL and conventional method.

H03: There is no significant difference in the posttest mean mathematics achievement scores of students based on exposure to SCL and conventional method.

H04: Gender is not a significant factor in the mean mathematics task persistence scores of students taught mathematics using SCL and conventional method.

H05: Gender is not a significant factor in the mean mathematics self-efficacy scores of students taught using strategic content learning and conventional method

H06: Gender is not a significant factor in the mean mathematics achievement scores of students taught using strategic content learning and conventional method.


1.7 SCOPE OF THE STUDY

The study was delimited to senior secondary class two students in 2020/2021 academic session in Abia State, Nigeria. It covered selected topics from the second term senior secondary school (SSII) Mathematics scheme. The study focused on the effect of strategic content learning skills as independent variable while mathematics task-persistence mathematics self-efficacy and mathematics achievement of low achieving students serve as dependent variables; exploring gender as a moderating variable. It addressed only low achieving Mathematics students in senior secondary class 2 (SS II) in Abia State. These Mathematics low achieving students consistently perform below criterion referenced average of 50 percent. Topics covered are in Geometry and lasted for three weeks. The researcher’s choice of Geometry for the study was informed by the fact that the area has always been identified as one of the candidates’ area of weakness in WAEC examination in Nigeria, (WAEC Chief Examiner’s report, 2014-2020). The Chief Examiner maintains that, students exhibit poor knowledge of circle theorems and Geometrical construction. Furthermore, interview conducted with students showed that the students find the topic very difficult because of the fact that it is time and effort demanding. Besides, geometry is an aspect of mathematics that could explicitly show case the principle of Strategic Content Learning for layman understanding.

 

 

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  • Anonymous

    3 months ago

    Good work and satisfactory

  • Anonymous

    3 months ago

    Good job

  • Anonymous

    3 months ago

    Fast response and reliable

  • Anonymous

    3 months ago

    Projects would've alot easier if everyone have an idea of excellence work going on here.

  • Anonymous

    3 months ago

    Very good 👍👍

  • Anonymous

    3 months ago

    Honestly, the material is top notch and precise. I love the work and I'll recommend project shelve anyday anytime

  • Anonymous

    3 months ago

    Well and quickly delivered

  • Anonymous

    3 months ago

    I am thoroughly impressed with Projectshelve.com! The project material was of outstanding quality, well-researched, and highly detailed. What amazed me most was their instant delivery to both my email and WhatsApp, ensuring I got what I needed immediately. Highly reliable and professional—I'll definitely recommend them to anyone seeking quality project materials!

  • Anonymous

    3 months ago

    Its amazing transacting with Projectshelve. They are sincere, got material delivered within few minutes in my email and whatsApp.

  • TJ

    5 months ago

    ProjectShelve is highly reliable. Got the project delivered instantly after payment. Quality of the work.also excellent. Thank you