Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum

Anulika Mary Okeke; Felix Oromena Egara; Anthonia Chioma Orga; Augustina Chinyere Nzeadibe

doi:10.29333/pr/13077

Full Text (PDF)

Anulika Mary Okeke ¹ , Felix Oromena Egara ¹ ^* , Anthonia Chioma Orga ¹ , Augustina Chinyere Nzeadibe ¹

More Detail

¹ Department of Science Education, University of Nigeria, Nsukka, NIGERIA^* Corresponding Author

Abstract

The effect of symbolic form model on students’ interest in logic content of the mathematics curriculum was investigated in this study. The research was guided by three research questions and three hypotheses. The study used a quasi-experimental design. The population of this research was 2,342 SS2 learners in Enugu State, Nigeria. A sample of 172 students was used. Data were collected and analyzed using the SILCMCQ and SPSS software respectively. The symbolic form model in teaching significantly boosted students’ interest in logic content of the mathematics curriculum, according to the findings. The study provided recommendations, one of which is that mathematics teachers should use the symbolic form model of instruction to increase students’ interest when logic content is taught.

Keywords

mathematics
symbolic form model
students’ interest
gender
logic

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 8, Issue 2, April 2023, Article No: em0159

https://doi.org/10.29333/pr/13077

Online publication date: 14 Mar 2023

Article Views: 770

Article Downloads: 751

Open Access References How to cite this article

References

Abiodum, A. C., Popoola, A. A., & Olutola, O.M. (2010). Effects of conversational method on the achievement and attitude of junior secondary school students toward mathematics. Journal of Educational Foundations and Management, 8(1), 35-44.
Adaramola, M. O. (2012). Effect of concept mapping on performance and interest of students with dyscalculia in secondary school mathematics in Nigeria. The Journal of the Mathematical Association of Nigeria, 37(1), 195-207.
Adedeji, M. (2007). Self-efficacy beliefs in academic context. Oyo Journal of Educational Psychology, 41(1), 34-38.
Agashi, P. P. (2014). Effect of advance organizer and content attainment models on the achievement and retention of pre-NCE students in geometry [Unpublished doctoral dissertation]. University of Nigeria.
Agene, P. E. (2009). Effect of ontological structure model on the teaching and learning of agriculture science in senior secondary schools in Cross River State [Unpublished master’s thesis]. Cross River State University of Technology.
Agomuoh, P. C. (2010). Effect of prior knowledge, exploration, discussion, dissatisfaction with prior knowledge and application (PEDDA) and the learning cycle (TLC). Constructivist instructional models on students’ conceptual change and retention in physics [Unpublished doctoral dissertation]. University of Nigeria.
Agwagah, U. N. V., & Utibe, U. V. (2015). A decade of candidates’ performance in NECO-SSCE mathematics in Nigeria. Journal of Education and Practice, 6(25), 25-30.
Akani, I. G. (2009). The social construction of gender and role differentiation. Sociological Reviews, 11(2), 91-103.
Albemarle County Public Schools. (2014). Instructional models- teaching content & thinking skills. https://www.k12albemarle.org/
Bot, T. D. (2017). Effect of generative learning strategy on students’ understanding and performance in geometry in Lafia Metropolis, Nasarawa State, Nigeria. The Journal of Mathematical Association of Nigeria, 42(2), 16-25.
Chirume, S. (2012). How does the use of mathematical symbols influence understanding of mathematical concepts by secondary school students in Shurugwi District, Zimbabwe? International Journal of Social Sciences & Education, 3(1), 22-34.
David-Osuagwu, M. N., Onyeozili, I., & Anemelu, C. (2011). New school mathematics for senior secondary schools. Africana First Publishers PLC.
Ebiendele, E. P., & Adetunji, A.O. (2013). Symbolic notations and students’ achievements in algebra. Academic Journals, 8(15), 1294-1303.
Egara, F. O. (2010). Effect of computer simulation on achievement and interest of students in algebra at junior secondary school level [Unpublished master’s thesis]. University of Nigeria.
Egara, F. O. (2021). Effects of systematic desensitization and rational emotive behaviour therapies on mathematics anxiety among senior secondary school students [Unpublished doctoral dissertation]. University of Nigeria.
Egara, F. O., Eseadi, C., & Nzeadibe, A. C. (2021). Effect of computer simulation on secondary school students’ interest in algebra. Education and Information Technologies, 27, 5457-5469. https://doi.org/10.1007/s10639-021-10821-8
Egara, F. O., Nzeadibe, A. C., Inweregbuh, C. O., Osakwe, I. J., & Okeke, A. M. (2020). Secondary school students' perception of e-learning in the study of mathematics amidst Covid-19 pandemic. The Journal of the Mathematical Association of Nigeria, 45(1), 344-359. https://www.man-nigeria.org.ng/abstract?sid=ABA-EDU-2020-34
Egara, F. O., Nzeadibe, A. C., & Okeke, A. M. (2018). Effect of computer simulation on junior secondary school students’ achievement in algebra. African Journal of Science, Technology and Mathematics Education, 4(1), 84-94.
Eze, J. E. (2011). A practical approach to effective teaching and learning of mathematics in Nomadic schools. ABACUS: The Journal of Mathematical Association of Nigeria, 36(1),129-138.
Galadima, I., & Yushua, M. A. (2007). Investigation into performance of senior secondary school students in Sokoto State. ABACUS: The Journal of Mathematical Association of Nigeria, 32(1), 24-33.
Gardner, P. L., & Tamir, P. (2009). Interest in biology. Part I: A multidimensional construct. Journal of Research in Science Teaching, 30, 409-423. https://doi.org/10.1002/tea.3660260506
Ikwong, O. B. (2019). Efficacy of mathematics computer simulation games (MCSG) on JSS students’ academic achievement, interest and retention in algebra [Unpublished doctoral dissertation]. University of Nigeria.
Imoko, I. B., & Agwagah, U. N. V. (2006). Improving students’ interest in mathematics through the concept mapping technique: A focus on gender. Journal of Research in Curriculum and Teaching, 1(1), 30-38.
Inweregbuh, O. C. Ugwuanyi, C. C., Nzeadibe, C. C., Egara, F. O., & Emeji, I. E. (2020). Teachers’ practices of creativity in mathematics classroom in basic education. International Journal of Research Publications, 55(1), 1-6. https://doi.org/10.47119/IJRP100551620201254
Kurumeh, M. S. (2007). Effects of ethno-mathematics approach on students’ interest in geometry and mensuration ABACUS: The Journal of Mathematical Association of Nigeria, 32(1), 103 -112.
Kurumeh, M. S., Achor, E. E., Akume, G., & Mohammed, A. S. (2012). Re-branding mathematics: An approach to invigorating students’ interest in mathematics in Anambra State, Nigeria. Prime Research on Education, 2(6), 275-281.
Kwalia, C. K., Aurah, C., & Amadalo, M. (2016). Composite instructional method and its effect of secondary school students’ achievement in fluid flow physics in Mt Elgon sub-county, Kenya. American Journal of Educational Research, 4(13), 943-947.
Maduabum, M. A., & Odili, G. A. (2006). Analysis of students’ performance in general mathematics at SSCE level in Nigeria from 1991 to 2002. Journal of Research in Curriculum and Teaching, 1(10), 64-68.
Mkpa, M. A. (2009). Teaching methods and strategies, curriculum theory and practice. Curriculum Organization of Nigeria, 8(2), 104-112.
Moemeke, C. D. (2016). Teaching approaches, methods and techniques. In T. A. Kanno, V. A. Obasi, & S. O. A. Obih (Eds.), Contemporary issues in curriculum implementation and methods (pp. 169-189). Hysab Prints & Publishers Ltd.
Mosimege, M. D., & Egara, F. O. (2022). Perception and perspective of teachers towards the usage of ethno-mathematics approach in mathematics teaching and learning. Multicultural Education, 8(3), 288-298.
Nworgu, B. G. (2015). Educational research: Basic issues and methodology. University Trust Publishers.
Nzeadibe, A. C., Egara, F. O., Inweregbuh, C. O., & Osakwe, I. J. (2020). Effect of problem-solving and collaborative strategy on secondary school students’ retention in geometry. African Journal of Science, Technology and Mathematics Education, 5(1), 9- 20.
Nzeadibe, A. C., Egara, F. O., Inweregbuh, O. C., & Osakwe, I. J. (2019). Effect of two meta-cognitive strategies on students’ achievement in mathematics. Journal of CUDIMAC, 7(1),43-57.
Odo, I. O. (2017). Efficacy of first principles of instruction in improving students’ achievement, interest and retention in number and numeration in Nsukka Education Zone of Enugu State [Unpublished doctoral dissertation]. University of Nigeria.
Ogundele, L. O. (2013). History of mathematics with relevance to modern existence. In Proceedings of the Effective Teaching and Learning of Mathematics for Teachers in Secondary Schools in Kwara State, Illorin, Nigeria Seminar.
Okafor, C. F., & Anaduaka, U. S. (2013). Nigerian school children and mathematics phobia: How the mathematics teacher can help. American Journal of Educational Research, 1(7) 247-251. https://doi.org/10.12691/education-1-7-5
Okeke, M. A., Aneshie-Otakpa, V. O., Orga, C., Egara, F. O., Ubebe, S. A., & Inweregbuh, O. C. (2022a). Effect of google classroom on secondary school students’ engagement and achievement in mathematics. African Journal of Science, Technology and Mathematics Education, 8(1), 411-417.
Okeke, M. A., Obun, A. V., Oguguo, B. C. E., Emeji, I. E., Egara, F. O., Orga, C. A., Osakwe, J. I., Odo, I. O., Nzeadibe, A. C., Kwalat, S. K., Inweregbuh, C. O., Sunday, O. Agugoesi, O. J., Emmanuel, N., Olaniyi, O. N., Albert L. P., Abugu, G. N., Dangbong, C. B., Matawal, D., …, & Obenyem, B. I. (2022b). Effect of spaced learning on primary school pupils’ interest and retention in mathematics. Multicultural Education, 8(3), 141-151. https://doi.org/10.5281/zenodo.6350547
Okeke, A. M, Egara, F. O., Orga, A. C., & Chinweike, J. N. (2023). Effect of symbolic form model on senior secondary school students’ self-efficacy in logic content of mathematics curriculum. International Journal of Multicultural Education, 25(1), 363-381. http://www.ijmejournal.org/ijme/index.php/ijme/article/view/712022/712022.html
Okigbo, E. C., & Okeke, S. O. C. (2011). Effects of games and analogies on students’ interest in mathematics. Journal of Science Teachers’ Association of Nigeria, 46(1) 101-112.
Osakwe, I. J., Egara, F. O., Inweregbuh, O. C., Nzeadibe, A. C., & Emefo, C. N. (2023a). Interaction pattern approach: An approach for enhancing students’ retention in geometric construction. International Electronic Journal of Mathematics Education, 18(1), em0720. https://doi.org/10.29333/iejme/12596
Osakwe, I. J., Egara, F. O., Inweregbuh, O. C., Nzeadibe, A. C., Okeke, A. M, Agugoesi, O. J., Odo, I. O., Chinweike, J. N., Emeji, I. E., Ogbu, S., Owolawi, O., Emefo, C. N., Umakalu, C. P., Kwalat, K. S., Danbong, C. P., Afufu, J. E., Abugu, G. N., Orga, C. A., Zinkat, O. A., Aneshie-Otakpa, V. O., Nwachukwu, W. C., Adedayo, I. Y., Okoye, F. N., Duru, C., & Danladi B. (2023b). Multiple solution tasks: An approach for enhancing secondary school students’ mathematical creativity. Multicultural Education, 8(4), 73-84.
Otto, H. (2015). New general mathematics for senior secondary schools. Pearson Education Ltd.
Pope, R. O. (2013). Development of the Arlington Independent School District (AISD) instructional model. www.aisd.net
Reichertz, J. (2014). Induction, deduction, abduction. In U. Flick (Ed.), The SAGE handbook of qualitative data collection. SAGE. https://doi.org/10.4135/9781446282243
Sarfo,J. O., García-Santillán, A., Adusei, A., Violetta S. M., Marina, D., Olena, S., Donyeh, P. S., Somayeh, Z., Reza, N., Violeta, E., Sadia, M., Farzana, A., Najma, I. M., Edward, W. A., Hattaphan, W., Egara, F. O., Arun, T., Josephine, C., Uzma, A., Mohammed, S. H., Mai, H., Zahir, V. (2020). Gender differences in mathematics anxiety across cultures: a univariate analysis of variance among samples from twelve countries. European Journal of Contemporary Education, 9(4), 878-885.
Sarfo,J. O., García-Santillán, A., Adusei, A., Violetta S. M., Marina, D., Olena, S., Donyeh, P. S., Somayeh, Z., Reza, N., Violeta, E., Sadia, M., Farzana, A., Najma, I. M., Edward, W. A., Hattaphan, W., Egara, F. O., Arun, T., Josephine, C., Uzma, A., Mohammed, S. H., Mai, H., Zahir, V. (2022). Psychometric properties of anxiety towards mathematics scale using samples from four continents. European Journal of Contemporary Education 11(2), 504-514. https://doi.org/10.13187/ejced.2022.2.504
Sherin, B. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541. https://doi.org/10.1207/S1532690XCI1904_3
Takor, D. I., Iji, C. O., & Abakpa, B. O. (2015). Effect of mathematical manipulatives on upper basic one students’ interest in algebra in Kwande Local Government Area, Benue State. Asia Pacific Journal of Multidisciplinary Research, 3(5), 96-102.
Titrek, O., Sezen-Gultekin, G., & Ahmadov, F. (2019). The role of mathematics in the development of education systems. In Proceedings of the 5^th International Conference on Lifelong Education and Leadership for All.
Udegbe, G. I. (2009). Students’ interest as an important factor in improving the teaching and learning of mathematics. In J. S. Sadiku (Ed.), Proceedings of the September 2009 Annual National Conference of MAN (pp. 77-83). Unilorin Press.
Udousoro, U. J. (2011). The effects of gender and mathematics ability on academic performance of students in chemistry. African Research Review: An International Multidisciplinary Journal, Ethiopia, 5(4), 201-213. https://doi.org/10.4314/afrrev.v5i4.69277
Ukozor, F. I. (2011). Effect of constructivist teaching strategy on senior secondary school students’ achievement and self-efficacy in physics. African Journal of Science, Technology and Mathematics Education, 1(1), 141-160.
Usman, K.O., & Okeke, A. M. (2017). Effect of jigsaw instructional strategy on students’ achievement and interest in quadratic equations in Nsukka Education Zone. Journal of Mathematical Association of Nigeria, 42(2), 303-310.
WAEC. (2020). Chief examiner’s report (2016-2019). WAEC. https://www.waecgh.org/examiners-report
Watt, H. M. G. (2006). The role of motivation in gendered educational and occupational trajectories related to math. Educational Research and Evaluation, 12(4), 305-322. https://doi.org/10.1080/13803610600765562
Yara, P. O., & Otieno, K. O. (2010). Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya. Asian Social Science, 6(12), 26-35. https://doi.org/10.5539/ass.v6n12p126

How to cite this article

APA

Okeke, A. M., Egara, F. O., Orga, A. C., & Nzeadibe, A. C. (2023). Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum. Pedagogical Research, 8(2), em0159. https://doi.org/10.29333/pr/13077

Vancouver

Okeke AM, Egara FO, Orga AC, Nzeadibe AC. Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum. PEDAGOGICAL RES. 2023;8(2):em0159. https://doi.org/10.29333/pr/13077

AMA

Okeke AM, Egara FO, Orga AC, Nzeadibe AC. Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum. PEDAGOGICAL RES. 2023;8(2), em0159. https://doi.org/10.29333/pr/13077

Chicago

Okeke, Anulika Mary, Felix Oromena Egara, Anthonia Chioma Orga, and Augustina Chinyere Nzeadibe. "Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum". Pedagogical Research 2023 8 no. 2 (2023): em0159. https://doi.org/10.29333/pr/13077

Harvard

Okeke, A. M., Egara, F. O., Orga, A. C., and Nzeadibe, A. C. (2023). Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum. Pedagogical Research, 8(2), em0159. https://doi.org/10.29333/pr/13077

MLA

Okeke, Anulika Mary et al. "Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum". Pedagogical Research, vol. 8, no. 2, 2023, em0159. https://doi.org/10.29333/pr/13077