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Authors:Onweazu Olufemi Okoji , Michael Abiodun Olubayo Pages: 1 - 12 Abstract: Instructional resources are teachers’ strategic factors in organizing and providing education or pupils. It aids students to learn more comfortably and it influences students positively in their academic performance. The study adopted descriptive survey research design. The population for this study comprised of primary school teachers in private and public schools. 150 teachers were selected from public and private primary schools in Ilorin metropolis through simple random sampling technique. Two research instruments which comprised of self-designed questionnaire and checklist. The first instrument questionnaire with reliability value of 0.74 tagged “Availability and Utilization of Instructional Resources Questionnaire (AUIRQ) while the checklist was tagged Availability of Instructional Resources Checklist (AIRC). The hypothesis tested at 0.05 were analyzed using t- test and analysis of variance (ANOVA). Findings from the study indicated that there was no statistically significant difference in the use of instructional resources for teaching primary school pupils’ Mathematics in Ilorin Metropolis based on gender (t{148} = 1.714, p>0.05), there was no statistically significant difference in the use of instructional resources for teaching primary school pupils’ Mathematics in Ilorin Metropolis based on teaching qualifications (F {2, 147} = 1.775, p>0.05), there was no statistically significant difference in the use of instructional resources for teaching primary school pupils’ Mathematics in Ilorin Metropolis based on teaching qualifications (F {2, 147} = 1.775, p>0.05), there was no statistically significant difference in the use of instructional resources for teaching primary school pupils’ Mathematics in Ilorin Metropolis based on teaching experience (F {2, 147 = 2.033, p>0.05). Thus, it was recommended that Teachers should be encouraged to search for necessary instructional materials that can appeal to the senses of pupils, arouse their interest, encourage their participation, make learning more meaningful and promote academic standard. PubDate: 2022-02-05 DOI: 10.4314/ajesms.v17i2. Issue No:Vol. 17, No. 2 (2022)
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Authors:Jean de Dieu Kwitonda, Aimable Sibomana, Emmanuel Gakuba, Claude Karegeya Pages: 13 - 25 Abstract: Chemistry concepts to be well learned by students, there might be a conducive learning environment and this is due to the approach employed by educators. This review then is about inquiry-based experiment design as an innovative teaching and learning tool that enhances chemistry instruction. By collecting all related kinds of literature, we used Google Scholar, ERIC, and Web of Science database. The conclusion of this literature review revealed that effective implementation of inquiry-based experiment design enhances the teaching and learning of chemistry concepts. It is also recommended that chemistry educators could be trained on the professional use of the approach for the good classroom implication and students’ understanding of the concepts learned. Further studies should focus on the use of inquiry-based experiment design in the teaching and learning chemistry concepts. PubDate: 2022-02-05 Issue No:Vol. 17, No. 2 (2022)
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Authors:Godfried Ntow, Paul Kwame Butakor, Samuel Ahenkora, Anna Wartemberg Pages: 27 - 36 Abstract: The study investigated the extent to which students’ entry grades and scores from their school-based assessment grades (i.e., end of term and mock examination grades) can predict their senior school leaving certificate examination grades in core mathematics. The study employed the exploratory research design to investigate the predictive validity of students’ high school entry grades and their school-based assessment grades in determining their West African Senior School Certificate Examination (WASSCE) grades. The study involved 989 students in a high school in the Eastern Region of Ghana who took the WASSCE in 2017, 2018 and 2019. A correlation analysis of the data revealed a significant positive and moderate relationship between the core mathematics school-based assessment grades of the students and their senior school leaving certificate examination grades. Also, a multiple regression analysis of the validity of the school-based assessment scores in predicting the students’ senior school certificate examination (SSCE) grades revealed that 44.1% of the total variance in students’ performance in the SSCE are accounted for by three school-based assessment variables (entry grade, end of term scores and mock examination scores) when combined. PubDate: 2022-03-16 Issue No:Vol. 17, No. 2 (2022)
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Authors:Emeritha Mukandayambaje, Jean Francois Maniraho Pages: 41 - 50 Abstract: This paper reviews and analyzes the literature on pre-primary teachers’ pedagogical content knowledge (PCK) in teaching mathematics at the pre-primary level. It examines the nature of mathematical content pre-primary teachers have to master and the strategies that are considered to be helpful to children to effectively learn the subject at the pre-primary level. The review showed that pre-primary mathematics plays a vital role in building a solid foundation for children’s future learning. It has been shown that many pre-primary teachers lack the PCK in teaching mathematics at this level. Therefore, after reporting on the teacher competencies needed to improve teaching and learning of early years mathematics, some educational implications and recommendations for effective teaching and learning pre-primary mathematics are outlined. PubDate: 2022-02-20 DOI: 10.4314/ajesms.v17i2. Issue No:Vol. 17, No. 2 (2022)
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Authors:Emmanuel Kwadzo Sallah Pages: 51 - 59 Abstract: A quasi-experimental non-equivalent group design research was conducted to use Maple software to reduce students’ errors in integral calculus in a senior high school in the Oti region of Ghana. Convenience and simple random sampling techniques were employed to obtain a sample of 80 students, which comprised 40 students in the control group and 40 in the experimental group. Tests in integral calculus and questionnaire were used for data gathering. The analysis revealed that students committed many conceptual, procedural and technical errors when solving integral calculus tasks. The results also indicated that the students of the experimental group exposed to the use of Maple software in learning integral calculus significantly outperformed their counterparts in the control group exposed to traditional method. The researcher recommends the Maple assisted instruction in the teaching and learning of integral calculus and also the need to employed blended teaching approach using the Maple software to complement the traditional teaching strategy PubDate: 2022-02-16 Issue No:Vol. 17, No. 2 (2022)
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Authors:Francis Kofi Nimo Nunoo, Eric Anane-Antwi, Duke Peprah Mensah, Irene Esi Nunoo , Aba Brew-Hammond Pages: 61 - 72 Abstract: This study investigated the readability levels of some integrated science textbooks approved for use in junior high schools (JHS) in Ghana. To assess the readability levels of the approved integrated science textbooks in order to ascertain their difficulty or ease, the researchers used the Flesch Readability Ease and Flesch-Kincaid Readability Formulas Cloze Test to determine the comprehension levels for a sample of students. A sample of 135 pupils, drawn from rural, peri-urban and urban JHS years 1 through 3 in the Ashanti region participated in the study. The outcome of the assessments revealed that the selected textbooks had a problematic level of comprehension for many of their intended readership except those who had additional resources for assistance. The study also revealed that these approved books employed long sentences and multi-syllabic words to deliver lessons and instructions, making them difficult for JHS pupils to understand. PubDate: 2022-02-18 Issue No:Vol. 17, No. 2 (2022)
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Authors:Emmanuel Iyamuremye, Irenee Ndayambaje, Charles Magoba Muwonge Pages: 73 - 94 Abstract: There has been poor performance in national and international mathematics assessments among African students compared to the rest of the planet. Such consistent underperformance is attributed to factors like teaching approaches. The present study reviewed and meta-analysed African research of the last 20 years on the influence of mathematics teaching approaches on students’ performance with the intent to identify effective approaches that can improve performance in mathematics. The results of a random-effects meta-analysis showed that mathematics teaching approaches have an overall large significant effect ( ) on students’ performance. Specifically, the teaching approach that used concrete manipulatives showed a larger significant effect size ( ) than any other type of teaching approach. Moreover, using meta-regression analysis, the study revealed that assessing students’ mathematics performance using open-question tests had a large effect size than using multiple-choice tests. Hence, it is recommended that mathematics teachers in African educational institutions and teacher education institutions rethink mathematics teaching approaches along with the assessment format. PubDate: 2022-03-16 Issue No:Vol. 17, No. 2 (2022)
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