Effects of Collaborative Learning Technique and Mathematics Anxiety on Mathematics Learning Achievement among Secondary School Students in Gombe State, Nigeria

Autor/in	Olanrewaju, Muraina Kamilu
Titel	Effects of Collaborative Learning Technique and Mathematics Anxiety on Mathematics Learning Achievement among Secondary School Students in Gombe State, Nigeria
Quelle	In: Asian Journal of University Education, 15 (2019) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Cooperative Learning; Mathematics Anxiety; Mathematics Achievement; Secondary School Students; Mathematics Instruction; Instructional Effectiveness; Foreign Countries; Lecture Method; Nigeria + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Ausland
Abstract	Mathematics is one of the subjects that is taken very seriously in the school system, irrespective of country or level of education. This study therefore examined the effects of collaborative learning technique and Mathematics anxiety on Mathematics learning achievement of secondary school students in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x2 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling participants from four local government areas in the state. The respondents were measured with validated scale of 0.84 reliability coefficient research instrument and the data obtained was analyzed using independent samples t-test statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was a significant difference in the Mathematics learning achievement of secondary school students exposed to collaborative learning technique and those in the control group (t=58.75; p<0.05) and there was a significant difference in the Mathematics learning achievement of secondary school students with high Mathematics anxiety and those with low Mathematics anxiety (t=38.41; p<0.05). In view of these findings, the study recommends that educational stakeholders should intensify their effort to organize conferences on the implications of collaborative learning technique for effective interventions towards enhancing Mathematics learning achievement among secondary school students. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01