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O. A. Adedayo 《Educational Studies in Mathematics》1998,37(1):83-91
In order to investigate the effect of methods of teaching on achievement in mathematics of first year National Certificate
of Education (NCE) students in Nigeria, a sample of 165 students comprising 71 males and 94 females, was exposed to three
methods of teaching in a second semester basic mathematics course. The three methods were the traditional lecture method,
interactive method with individual use of materials and interactive method with group use of materials. Analysis of covariance
showed a significant interactive effect of gender and method of teaching on student achievement. Further analysis showed that
the use of interactive methods with group use of materials favoured males while interactive method with individual use of
materials favoured females. Implications of the results for teaching of tertiary mathematics are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Adedayo O. Olarewaju 《科学教学研究杂志》1988,25(4):283-291
The effect of instructional objectives on students' attitudes towards integrated science was investigated in this study. The sample consisted of 291 class one (seventh grade) students who were pretested before being exposed to the experimental situations. There were two experimental groups (objective and no objective) and a control group. A posttest was administered after the completion of the treatment. Results showed that the experimental groups had more favorable attitudes towards integrated science than the control group; the no objective group had better attitudes than the objective group. There was no significant effect due to the type of school or sex of the students. Implications for science teaching are considered. 相似文献
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Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies 总被引：1，自引：0，他引：1
Olugbenga Adedayo Ige Dipane Joseph Hlalele 《Education and Information Technologies》2017,22(6):2693-2709
The need to enhance students’ learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies utilized in teaching secondary school students have significant influence on their learning outcomes. At present in Nigeria, public secondary schools have not been deploying learning technologies to teach students despite the surge in enrollment. This study, therefore, determined the effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies. The study adopted the pretest-posttest, control group, quasi-experimental design using 3 × 2 × 3 factorial matrix. Seventy-eight students from six intact classes in secondary schools in Ondo State were selected for the study and randomly assigned to experimental and control groups. Five instruments used were: Students’ Knowledge of Civic Education Test (r = 0.78), Academic Ability Test (r = 0.72), Online and Blended Teaching Instructional Guides for experimental groups, Conventional Lecture Method Guide for the control group and Teaching Strategies Evaluation Sheet. One hypothesis was tested at 0.05 level of significance. Data was subjected to Analysis of Covariance, Estimated Marginal Means, and Scheffe’s Pairwise Comparison. There was a significant effect of treatment on students’ achievement in Civic Education concepts (F (2; 61) = 4.93, p < 0.05; η 2 = .14). The students exposed to Computer-aided teaching programme had higher adjusted achievement mean score (\( \overline{x} \)= 27.86), than the blended instructional strategy group (\( \overline{x} \)= 23.06), and the control group (\( \overline{x} \)= 18.69). It was, therefore, recommended that teachers in secondary schools in mountainous locations should explore the benefits of teaching with Information and Communication Technology based strategies in civic education classrooms. 相似文献
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