Adeneye Awofala | University of Lagos (original) (raw)

Papers by Adeneye Awofala

IJIE (Indonesian Journal of Informatics Education), Dec 17, 2020

Are the keyboards weightier than the biros? This question is the focus of the present study in wh... more Are the keyboards weightier than the biros? This question is the focus of the present study in which the investigation of the modes of testing in mathematics (computer-based testing-CBT and paper-based testing-PBT) was carried out using mathematics achievement and mathematics anxiety as dependent measures. Through a pre-test post-test experimental research, the study tested two null hypotheses at 0.05 level of significance using an independent samples t-test. The study lasted for four weeks in two Nigerian senior secondary schools. Results showed that there was no statistically significant difference between the mean mathematics achievement scores of students tested by the computer-based test and the paper-based test. Also, there was no significant difference between the mean mathematics anxiety scores of students tested by the computer-based test and the paper-based test. The implication of these results is that assessing students using the two modes showed no variations in their achievement and anxiety in mathematics. Thus, the mode of testing showed no differential effect on students' learning outcomes in mathematics. Based on the findings of this study, government at levels in Nigeria need to put in place the enabling environment and infrastructural facilities needed for schools to benefit fully from the advantages inherent in the CBT mode of assessment.

International Journal for mathematics teaching and learning, May 24, 2011

This study investigated the effects of modes of personalisation of instruction crossed with two l... more This study investigated the effects of modes of personalisation of instruction crossed with two levels each of verbal ability and cognitive style as moderator variables on the mathematical word problems achievement of 450 junior secondary Nigerian students. Personalisation was accomplished by incorporating selected information with students' personal preferences into their mathematics word problems content on either group basis, individual or self-referencing format. Students were randomly assigned to one of four treatment conditions: self-referencing, individual personalisation, group personalisation, and non-personalisation versions of an instructional programme on mathematics word problems. Results showed that treatment, verbal ability and cognitive style had significant main effects on students' achievement in mathematical word problems. Thus, students exposed to group personalisation performed significantly better than those in other groups followed by individual personalisation, self-referencing, and nonpersonalisation in that order. High verbal ability students performed significantly better than low verbal ability counterparts. Also, analytic cognitive style students significantly outscored their non-analytic cognitive style counterparts. There were significant two-way interactions effects of treatment and verbal ability, treatment and cognitive style, and verbal ability and cognitive style on students' achievement in mathematical word problems. These findings suggest in part that group personalisation; individual personalisation and self-referencing modes enhanced students' achievement in mathematical word problems than the non-personalisation strategy. This impact was however sensitive to the cognitive style and verbal ability of the students. These findings show the need for choosing improved strategies for mathematical word problems teaching and the recognition of the influence of verbal ability and cognitive style on students' achievement in mathematical word problems.

Acta Didactica Napocensia, Aug 25, 2017

The study investigated mathematics cognitive failures as related to mathematics anxiety, gender a... more The study investigated mathematics cognitive failures as related to mathematics anxiety, gender and performance in calculus among 450 preservice teachers from four public universities in the South West geopolitical zone of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analyzed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that mathematics cognitive failure assessed by the mathematics cognitive failures questionnaire was a multi-dimensional construct (lack of concentration, motor function, memory, and distractibility). Mathematics anxiety level differences in cognitive failures in mathematics and performance in calculus among preservice teachers were significant. Cognitive dimension of mathematics anxiety, gender, affective dimension of mathematics anxiety, lack of concentration and motor function dimensions of mathematics cognitive failures made statistically significant contributions to the variance in preservice teachers' performance in calculus. Based on this baseline study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate whether mathematics cognitive failures could be responsible for students' errors committed when solving problems in mathematics.

Educaţia 21, Dec 20, 2019

This study examined mathematics self-efficacy, mathematics self-concept, mathematics anxiety, int... more This study examined mathematics self-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation in mathematics, and extrinsic motivation in mathematics as correlates of mathematics achievement among 2500 senior secondary school year two students from 20 coeducational public schools in Lagos State of Nigeria using the quantitative research method within the blueprint of the descriptive survey design of an ex-post facto type. Data collected were analysed using the descriptive statistics of mean, and standard deviation and inferential statistics of Pearson product moment correlation and multiple regression analysis. Findings revealed that the five independent variables (mathematics self-efficacy, mathematics self-concept, mathematics anxiety, intrinsic motivation in mathematics, and extrinsic motivation in mathematics) jointly contributed a coefficient of multiple regression of .846 and a multiple correlation square of .715 to the prediction of senior secondary school students' achievement in mathematics. By implication, 71.5% of the total variance of the dependent variable (mathematics achievement) was accounted for by the combination of the five independent variables. Based on this study, it was thus, suggested that appropriate intervention strategies that could improve students' mathematics self-efficacy, mathematics self-concept, mathematics achievement, and motivation to learn mathematics but lessen their mathematics anxiety should be implemented in Nigerian senior secondary schools.

International Journal of Research in Education and Science, Jul 31, 2017

This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Turkish Journal of Computer and Mathematics Education, Dec 5, 2016

This study investigated the effect of personalisation of instruction on the motivation to learn m... more This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasiexperimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students" personal preferences into their mathematics word problems. Motivation to learn mathematics word problems was measured by the mathematics word problems motivation questionnaire and data collected for the study were analysed using the independent samples t-test and one way ANOVA. The results showed significant main effect of personalization of instruction on students" motivation to learn mathematics word problems whereas no significant main effect of gender was found on the dependent measure.

SN Social Sciences, Aug 1, 2021

IJIE (Indonesian Journal of Informatics Education), Dec 20, 2020

Nomophobia and smartphone addiction are behavioural disorders that are maladaptive and affect 21 ... more Nomophobia and smartphone addiction are behavioural disorders that are maladaptive and affect 21 st-century digital natives anywhere, everywhere. This study investigated nomophobia as a predictor of smartphone addiction among Nigerian pre-service mathematics teachers within the framework of quantitative methodology of non-experimental correlational research design. The participants consisted of 300 pre-service mathematics teachers randomly selected from the

International Journal of Research in Education and Science, Jul 1, 2018

Blended learning and problem-based learning instructional strategies as determinants of senior se... more Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra.

Jurnal Pendidikan Progresif

An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and M... more An Assessment of Google Classroom Reception and Usage among Pre-service Science, Technology and Mathematics Teachers in SouthWest Nigeria. Objectives: The present study assessed google classroom reception and usage among preservice Science, Technology, and Mathematics (STM) teachers in southwest Nigeria. Methods: The participants were 480 preservice STM teachers purposively selected from four universities in southwest Nigeria within the blueprint of a correlational survey research design. Data analysis was carried out using mean, standard deviation, Pearson product moment correlation coefficient and multiple regression analysis at 5% level of significance. Findings: Results showed that 94.1% of the variance in preservice STM teachers' actual use of google classroom was accounted for by a combination of attitude towards use, perceived ease of use, perceived usefulness, and behavioural intention to use google classroom. Conclusion: Conclusively, STM teachers' educator should promote the adoption and utilization of google classroom among the preservice STM teachers to increase their reception of google classroom for instructional purposes.

Digital Education Review, Dec 31, 2019

For Nigeria to attain her Vision 20: 2020, the school curricula must change in line with the deve... more For Nigeria to attain her Vision 20: 2020, the school curricula must change in line with the development in technology. Teachers should be able to adapt technology into the teaching and learning process. Three non-intellectual elements that affect the degree of integration of technology into teaching and learning are attitude toward computer, computer anxiety and computer self-efficacy. The study investigated attitudes towards computer, computer anxiety and gender as determinants of computer self-efficacy among 2100 pre-service science, technology and mathematics (STM) teachers from the University of Lagos of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson product-moment correlation coefficient and multiple regression analysis. Finding revealed significant correlations between computer attitudes, computer anxiety and computer self-efficacy. Gender differences in attitude toward computer, computer self-efficacy and computer anxiety among pre-service STM teachers were significant. Affective component; perceived control component; perceived usefulness component; behavioural intention component; gender; and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers' computer selfefficacy. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety. This will enable positive e-learning experiences to be created for pre-service STM teachers.

Electronic Journal of Research in Educational Psychology, Apr 1, 2015

Introduction. Investigation into the factor structure of Domains of Creativity Scale has been on ... more Introduction. Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers. Method. Exploratory and confirmatory factor analyses were performed on the responses of 337 preservice science, technology, and mathematics teachers to the Kaufman Domains of Creativity Scale. Results. Results of both analyses supported the five-factor structure of the Kaufman Domains of Creativity Scale: Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Construct validity of the Kaufman Domains of Creativity Scale was supported by its relationships with the Big Five Inventory in ways that were predicted by theory and consistent with previous research. Coefficient alphas and coefficients of congruence were generally strong. Discussion and Conclusion. The present study provided incremental validity to the multidimensional nature of the Kaufman Domains of Creativity Scale thus reinforcing the five-factor model namely Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Additionally, a Nigerian version of the 50-item Kaufman Domains of Creativity Scale in the three major indigenous languages: Hausa, Igbo, and Yoruba need to created and tested among undergraduate and postgraduate students in Nigerian institutions of higher learning.

Jurnal Pendidikan Matematika, Jun 6, 2022

Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) a... more Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students' achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson productmoment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statistically weighty associations amid critical thinking and its gauges (analysis, deductive reasoning, inductive reasoning, evaluation, and inference) with students' quantitative reasoning achievement. In addition, the five gauges or indicators were weighty forecasters of quantitative reasoning achievement among the junior secondary school students. Based on the outcomes of this study, it was recommended that mathematics teachers should abstain from deploying teachercentered pedagogies that are hostile to students' comprehension of mathematical concepts and critical thinking. In conclusion, mathematics teachers should endeavour to integrate everyday life experience of the students into the mathematics taught in the classroom to enable purposeful utilization of mathematics.

International Journal on Teaching and Learning Mathematics, May 25, 2020

This study investigated the disparities in the mathematics cognitive failures of future mathemati... more This study investigated the disparities in the mathematics cognitive failures of future mathematics teachers based on learning style inclination. As a descriptive survey study, the sample included 480 future mathematics teachers from four universities in southwest Nigeria. Two research questions were involved and two instruments were used for the collection of quantitative data for the study: Learning Style Inventory (LSI, Cronbach alpha coefficient=0.74) and the Mathematics Cognitive Failures Questionnaire (MCFQ, Cronbach alpha coefficient=0.89). The collected data were analyzed using one-way Analysis of Variance (ANOVA), frequency, and percentage. Results showed that future mathematics teachers in varying degrees preferred the four learning styles of convergers, divergers, accommodators, and assimilators. In addition, there was a statistically significant influence of learning style on future teachers' mathematics cognitive failures. Thus, there were meaningful disparities in mathematics cognitive failures between accommodators and the other three types of future teachers: divergers, convergers, and assimilators. The disparity was in support of the accommodators. Succinctly, the accommodators pooled the greatest mathematics cognitive failures while the divergers recorded the least mathematics cognitive failures. In line with these study findings, it is advised that strategies that could reduce future teachers' mathematics cognitive failures and close the gaps created by learning styles should be enacted to promote their success in mathematics learning.

International Journal of Mathematical Education in Science and Technology, Sep 12, 2020

This study through a quantitative research methodology investigated mathematics productive dispos... more This study through a quantitative research methodology investigated mathematics productive disposition as a correlate of senior secondary school students' achievement in mathematics in Nigeria. A correlational research design was implemented for the study in which three research questions were answered. The sample consisted of 1600 senior secondary school year three mathematics students randomly selected from 40 schools in education district III of Lagos State, Nigeria. Two instruments namely: Mathematics Productive Disposition Scale (MPDS with a reliability coefficient of 0.88) and Mathematics Achievement Test (MAT with a reliability coefficient of 0.88) were used for data collection. The collected data were analysed using Pearson product-moment correlation and multiple regression analysis at 0.05 level of significance. Results showed that the senior secondary school students recorded high mathematics productive disposition. There were statistically significant relationships between mathematics productive disposition and its dimensions with achievement in mathematics among senior secondary school students. The eight dimensions of mathematics productive disposition made statistically significant contributions of 84.3% to the prediction of achievement in mathematics. Based on these findings, it was advocated that the senior secondary school mathematics teachers should develop students' mathematics productive disposition to stimulate their achievement in mathematics.

The study investigated the effect of problem-based learning (PBL) on senior secondary school stud... more The study investigated the effect of problem-based learning (PBL) on senior secondary school students' beliefs about Further Mathematics in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught with the PBL and 54 in the control group taught using the Traditional Method (TM)). One research instrument tagged Beliefs about Further Mathematics Questionnaire (BFMQ, Cronbach alpha (α)=.86) was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the null hypothesis for the study using an independent samples t-test and analysis of variance. Results 6 showed that participants held strong beliefs about further mathematics and there was a statistically significant difference in the mean post-treatment scores on BFMQ (t=-6.22, p=.000 for t-test) and (F (1,95) =38.49; p<.001 for ANOVA) between students exposed to the PBL and those exposed to the TM, in favour of the PBL group. Based on the results, the study recommended that PBL should be adopted as an instructional strategy for promoting meaningful learning in and enhancing beliefs about further mathematics and efforts should be made to integrate the philosophy of PBL into the preservice teachers' curriculum at the teacher-preparation institutions in Nigeria.

PedActa, Dec 30, 2019

In this study, the attempt was made to investigate senior secondary school students' preference f... more In this study, the attempt was made to investigate senior secondary school students' preference for numerical information as associated with numeracy and achievement in mathematics in Lagos, Nigeria. The participants were 350 students carefully chosen from eight public senior secondary schools in which the study adopted the quantifiable research methodology within the scheme of the descriptive survey design. The collected data were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis and multiple regression analysis. Results showed that preference for numerical information measured by the preference for numerical information scale was a unidimensional construct with very high-reliability index. Senior secondary school students showed a low preference for numerical information. Numeracy in everyday life, numeracy in mathematical tasks, numeracy in workplace tasks and preference for numerical information made statistically weighty contributions to the prediction of students' achievement in mathematics. In line with this study results, it is hereby recommended that teachers of mathematics should not only teach number sense to pupils right from the primary school but should employ learner-centred teaching strategies capable of positively influencing students' penchant for numerical information. Future studies in Nigeria and elsewhere should endeavour to investigate the confirmatory factor analysis of the preference for numerical information scale amid students at all levels of education.

Electronic Journal of Research in Educational Psychology, Dec 1, 2013

Propiedades psicométricas del cuestionario de metas de logro en una muestra de profesores nigeria... more Propiedades psicométricas del cuestionario de metas de logro en una muestra de profesores nigerianos de matemáticas y ciencias naturales en su etapa de formación inicial