Vol. 1 No. 1 (2024): MAAUN International Multi-Disciplinary Journal of Research and Innovations (MIMJRI)
Articles

Efficacy of Cognitive Learning Outcomes on Students’ Performance in Geometry among Senior Secondary Students School in Maiduguri

Read PDF
  • Banus A. A,
  • Gabasa A. J,
  • A A. Jime
DOI: https://doi.org/10.59479/jiaheri.v1i001.46
Categories

Published 10/18/2024

Keywords

  • Cognitive learning outcomes,
  • efficacy,
  • students’ performance,
  • and geometry

How to Cite

A. A, B., A. J, G., & Jime, A. A. (2024). Efficacy of Cognitive Learning Outcomes on Students’ Performance in Geometry among Senior Secondary Students School in Maiduguri. Journal of Institute of Africa Higher Education Research and Innovation (IAHERI), 1(1). https://doi.org/10.59479/jiaheri.v1i001.46

Abstract

In this research we investigate whether Cognitive learning outcomes have efficacy on students’ performance in geometry of senior secondary schools.  The objective of the study was to determine whether Cognitive learning outcomes has significant efficacy on students’ performance in geometry among senior secondary schools. The study tested there is no significant efficacy of Cognitive learning outcomes on students’ performance in geometry among senior secondary school. A quasi-experimental design was adopted and three senior secondary schools were selected to drawn 30 male and 30 female students from each school respectively using stratified randomly sampling technique. Geometry Achievement Test (GAT) served as the research instrument. The instrument was validated and its alpha reliability index was obtained to be 0.7 using test-retest. Mean, standard deviation and Analysis of Covariance (ANCOVA) were statistical tools used for analysing from scores of pre-test and post-test. The finding showed that Cognitive learning outcomes has significant efficacy on students’ performance in geometry among senior secondary schools. Thus, Cognitive learning outcomes has significant efficacy on students’ performance in geometry among senior secondary schools. It is therefore, recommended that there is significant efficacy of Cognitive learning outcomes has efficacy on students’ performance in geometry among senior secondary schools.

Read PDF

References

  1. Agwagah U.N.V (2001). The teaching of Number bases in Junior Secondary school mathematics: The use of Base board. ABACUS: Journal of Mathematic Association of Nigeria. (Mathematics Education Series) 26 (1), 1-7.
  2. Ajagun, G. A. (2000). A study of the performance of students in the Senior Secondary School Certificate Examination in selected schools in Kano State.Tambori: Kano Journal of Education, 6 (1), 10-21.
  3. Bruner, J.A. (1966). Toward a theory of instruction.Cambridge MA: Harvard University Press.
  4. Carroll, T. (2007). “Teaching for the Future,” Chapter 4 in Building a 21st Century U.S.
  5. Education System. National Commission on Teaching and America’s Future. http:// www.nctaf.org/resources/research_and_reports/nctaf_research_reports/documents/ Chapter4.Carroll.pdf
  6. Cobb, P., Yackel, E., and Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 32 (1), 233.
  7. Dochy, F.J.R.C.(1996). Assessment of domain-specific and domain-transcending prior knowledge: Entry assessment and the use of profile analysis. In M. BirenbaumandF.J.R.C.Dochy (Eds.), Alternatives in assessment of sham, P. (Ed.). Development and dilemmas in science education. London: Falmer Press.
  8. Dochy, F.J.R.C. and Alexander, J. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 5 (3),
  9. Fajemidagba, M., Salman, M. and Ayinla, O (2012) Efficacy of Teachers’ Instructional Strategy
  10. Pattern on Senior Secondary School Students’ Performance in Mathematics Word Problems in Ondo, Nigeria. Journal of Education and Practice www.iiste.org 3 (7) 159-169
  11. Igbokwe, D.I.(2000): Dominant factors and Error Types inhibiting the understanding of Mathematics. 41st Annual Conference Proceeding of STAN, 242-249.
  12. Kiplagat, P., Role, E., Makewa, L. N. (2012). Teacher commitment and mathematics performance in primary schools: A meeting point. International Journal of Development and Sustainability 1 (2), 286-304
  13. Kuiper, J. (1991). Ideas of Force: A Study of the understanding of the concept of ‘force’ of Secondary School Students in Zimbabwe. Unpublished Doctoral Thesis, Vrije University, Amsterdam.
  14. Madu, B. C. (2004), Efficacys of Constructivist based Instructional model on students conceptual change and retention in Physics. (Unpublished Phd Thesis, Department of Science Education, University of Nigeria, Nsukka)
  15. Maduabum, M.A .andOdili, G.A. (2006) Analysis of students’ performance in General Mathematics at SSCE level in Nigeria 1991-2002. Journal of Research in curriculum teaching. 1(1), 64-68.
  16. Federal Republic of Nigeria, (2013).National Policy on Education. Lagos: NERDC Press.
  17. Nigerian Educational Research and Development Council (NERDC)(2007). Lagos: NERDC Press.
  18. Nnaka, C.U, and Anaekwe, M.C. (2004). Application of research findings in Science, Technology and Mathematics Education (STME) to enhance classroom instruction: The Place of Cooperative learning strategy. Science Teachers’ Association of Nigeria proceedings of the 45th Annual Conference.
  19. Nwosu, A. A. &Okeke E.A.C. (1995). The efficacys of teacher sensitization on the acquisition of science process skills. Journal of Science Teachers Association of Nigeria, 30 (1 & 2), 39-45.
  20. Obioma, G.O (2005) Emerging issues in mathematics education in Nigeria with emphasis on the strategies for efficacyive teaching and learning of word problems and algebraic expression. J. issues Math. 8 (1), A Publication of the Mathematics Panel of the STAN, 1-8.
  21. Ogbeba, J. A. and Ogbeba, E. A. (2007).Material resources for efficacyive Biology teaching in senior secondary schools of Benue State.Multi-disciplinary Journal of Research Development, 9 (2), 134 – 140.
  22. Ogunkunle R.A. (2000). Teaching of mathematics in schools. The laboratory Approach. The Nigeria Teacher Today, 8 (1,2), 180-184.
  23. Ohuche, R.O. (1990) Explore Mathematics with your children. Onitsha, Summers education.
  24. Okebukola, P.A.O (2005). Quality assurance in Teacher-Education. The role of Faculties of Education. Address presented to the Deans of Education, Ilorin: 30th July.
  25. Okereke, S.C., (2006). Efficacys of prior knowledge of implications of mathematics tasks/concepts to career types and gender on students’ achievement, interest and retention. 47th Annual Conference Proceedings of Science Teachers, Association of Nigeria (STAN), 253-259.
  26. Piaget, J. (1927/1960). The child’s conception of physical causality. Paterson, NJ: Littlefield,
  27. Schoenfeld, A. H. (1987). On having and using geometric knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge, 225-264. Hillsdale, NJ: Lawrence Erlbaum
  28. The West African Examination Council (WAEC) (2006) Analysis of Senior Secondary Certificate Examination Results. West African Examination Council Publication, Lagos.
  29. Tobin, K. G. (1991). Constructivist perspective on teaching-learning. Paper presented at the 11th Biennial Conference on Chemical Education. Atlanta. G. A. O
  30. Trilling & Fadel (2009). 21st Century Learning Skills. San Francisco, CA: John Wiley & Sons. Umoren, G.U. & Aniashi, S.O. (2007). Prior presentation of behavioural objectives and students’ achievement in Biology. Educational Research and Review, 2 (2), 22-25.