The Convergence of Culture, Technology and Context: A Pathway to Reducing Mathophobia and Improving Achievement in Mathematics

Autor/inn/en	Oladejo, Adekunle I.; Olateju, Taibat T.; Okebukola, Peter A.; Agboluaje, Taiwo M.; Sanni, Rasheed; Shabani, Juma; Akinola, Victor O.; Ebisin, Aderonke
Titel	The Convergence of Culture, Technology and Context: A Pathway to Reducing Mathophobia and Improving Achievement in Mathematics
Quelle	In: School Science and Mathematics, 123 (2023) 2, S.82-96 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oladejo, Adekunle I.) ORCID (Olateju, Taibat T.) ORCID (Okebukola, Peter A.) ORCID (Sanni, Rasheed) ORCID (Ebisin, Aderonke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12573
Schlagwörter	Mathematics Anxiety; Mathematics Instruction; Secondary School Students; Mathematics Achievement; Student Attitudes; Program Effectiveness; Cultural Influences; Context Effect; Lecture Method; Gender Differences; Educational Technology; Foreign Countries; Nigeria (Lagos) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Unterrichtsmedien; Ausland
Abstract	This study explored the potency of CTCA in reducing math anxiety and promoting meaningful learning of mathematics among secondary school students. The study adopted a mixed-method (explanatory sequential) design involving a quasi-experimental design and individual in-depth interviews. Participants were drawn from two schools, purposively selected within Lagos state educational district V. Three instruments: Set Theory Achievement Test, Math Anxiety Scale and Students' Perception about CTCA Interview Guide were used to collect the quantitative and qualitative data subsequently. The experimental group (102 students) was taught using the culturo-techno-contextual approach while the control group (106 students) was taught with the traditional lecture method. Treatment lasted six weeks after which posttest and retention test (four weeks after posttest) were conducted. MANCOVA was used to analyze the quantitative data. The results obtained suggest that CTCA reduces math anxiety and enhanced learning achievement [Pillai's Trace = 0.34 (F = 53.09; p<0.01)] more effectively than the traditional teaching method. No significant gender difference was also found in the achievement of the experimental group. Students' perception about the use of CTCA was generally positive. Within the scope and limitations of the study, it was recommended that CTCA should be adopted by secondary school teachers in teaching mathematics concepts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01