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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