Journal of Science, Technology and Mathematics Pedagogy

UNDERGRADUATES' PERSPECTIVES AND ENGAGEMENT WITH THE USE OF WHATSAPP FOR LEARNING IN KWARA STATE

2025-12-10T17:42:53+00:00

This study examined undergraduates’ perspectives and engagement with the use of WhatsApp for learning in Kwara State. The increasing adoption of social media in education necessitates understanding how students perceive and utilize WhatsApp as an academic tool. A descriptive survey research design was adopted. The population comprised all undergraduates in Federal and State universities in Kwara State, while a sample of 382 students was selected using stratified random sampling and proportional allocation based on Israel’s (2013) model. A researcher-designed questionnaire validated by experts in Educational Technology served as the instrument for data collection. The reliability indices obtained through Cronbach Alpha were 0.74 for perceived usefulness and 0.79 for engagement, indicating high internal consistency. The study was guided by two research questions and two hypotheses, which were tested using independent t-test statistics at 0.05 significance level, while descriptive statistics (mean, frequency, percentages) were used to answer the research questions. Findings revealed that undergraduates have a positive perception of WhatsApp’s usefulness for learning (grand mean = 3.34) and demonstrated high engagement with the platform for academic activities. Results of hypothesis testing showed no significant difference between male and female undergraduates in both their perspectives and engagement with WhatsApp for learning (p > 0.05).The study concludes that WhatsApp is a widely accepted and effective learning tool among undergraduates. It is recommended that educators integrate WhatsApp into instructional delivery, provide training for effective use, and ensure students have equitable access to digital resources.

ASSESSMENT OF TEACHERS’ CONTENT KNOWLEDGE OF SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM IN SELECTED GEOPOLITICAL ZONES IN NORTHERN NIGERIA

2025-12-10T16:58:17+00:00

For effective mathematics teaching, teachers should possess adequate content knowledge of the subject matter they teach. This study assessed the teachers’ content knowledge in order to determine their mastery level across the five themes of Senior Secondary School Mathematics Curriculum (SSSMC). The study was guided by one research question and one hypothesis tested at 0.05 level of significance. The study employed the cross-sectional survey design. The population of the study was 3,154 senior secondary school mathematics teachers in two northern geopolitical zones, Nigeria. A sample of 389 teachers was selected
using multi-stage and proportionate random sampling. The instrument used to collect data for the study was Teachers’ Content Knowledge Mastery Test (TCKMT). The instrument was validated by experts in mathematics education and test and measurement. TCKMT was a multiple choice test with 50 items. The reliability coefficient of TCKMT was 0.751, established by using split – half
method. TCKMT was administered on the teachers. Data on teachers’ scores per theme of SSSMC was collated and coded. The coded data was tested for normality. Both Kolmogrov – Smirnov and Shapiro-Wilk’s statistics were significant at ∝≤ 0.05. Based on this evidence, Friedman and Kendall’s W-test was used to test the formulated hypothesis. On the other hand, the generated descriptive statistics of mean, mean rank and standard deviation were used to answer the research question which was presented in form of a chart. Results showed significant difference in teachers’ content knowledge mastery level of the five themes of SSSMC. Teachers had significant highest content knowledge mastery in Number and Numeration (NN) and least content mastery in Geometry and Trigonometry (GT). However, no significant difference was found in teachers’ content knowledge mastery between GT and Newly Introduced Content Areas (LT). The study concluded that mastery level of mathematics teachers in terms of their content knowledge across the five themes of SSSMC was low. It was recommended that State Ministries of Education
should organize seminars and workshops for teachers of SSSMC with special attention paid to GT and LT to update and improve their content mastery

IMPROVING SENIOR SECONDARY SCHOOL STUDENTS’ INTEREST IN MATHEMATICS: A COMPARATIVE STUDY OF COLLABORATIVE AND TRADITIONAL DISCUSSION STRATEGIES

2025-12-10T17:07:02+00:00

The study sought to promote senior secondary school students’ interest in algebra through collaborative instructional strategy, Kogi State. To achieve this, two research questions and two hypotheses were formulated to guide the study. Quasi-experimental design specifically, the pre-test, post-test, nonequivalent randomized sampling technique was used for the study. The population of the study consisted of 12703 (6,680 male and 6,023 female) Senior Secondary (SSII) students from which 220 students were sampled using multi-stage sampling. The instrument used for data collection was algebra interest inventory using four point likert scale. Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.5 level of significance. The findings showed that, there was a statistically significant high interest mean scores of students in Algebra when exposed to collaborative learning strategy. The findings further revealed that, there was no statistically significant difference between the interest rating means scores of male and female students taught algebra using collaborative learning strategies. It was recommended that to enhance students’ interest in algebra, mathematics teachers should use collaborative learning strategy when teaching algebra and other complex concepts in mathematics. Government should consider revising the time allocated in teaching mathematics using collaborative learning strategy to boost students’ interest, and academic performance in mathematics. Additionally, regular professional development workshops should be provided for teachers to enhance their skills in implementing collaborative learning strategy effectively.

ENHANCING JUNIOR SECONDARY STUDENTS’ PERFORMANCE IN ALGEBRA THROUGH THE USE OF MODEL-LEAD-TEST INSTRUCTIONAL STRATEGY

2025-12-10T16:48:54+00:00

This study investigates the effect of the Model-Lead-Test (MLT) instructional strategy on junior secondary school students’ academic performance towards algebra. The study is guided by two research questions and two hypotheses. A quasi-experimental design was used, involving two groups: an experimental group taught using the Model-Lead-Test strategy and a control group taught using conventional discussion method. Data were analyzed using descriptive and inferential statistics. Results indicated that students taught with Model-Lead-Test showed significantly improved performance and a more positive attitude towards algebra compared to those in the control group. These findings suggest that ModelLead-Test is an effective approach for enhancing students’ understanding of algebra at the junior secondary school level. Furthermore, Model-Lead-Test instructional strategy not only improves immediate academic outcomes in algebra but also presents a viable method for reducing educational inequities between urban and rural learners.