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Effects of Personalised and Direct Instructions on Pupils' Academic Performance in Numeracy in Ilorin West Local Government Area of Kwara State.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of Personalised and Direct Instructions on Pupils' Academic Performance in Numeracy in Ilorin West Local Government Area of Kwara State./
作者:	Olasinde, Bilikis Ajoke.
面頁冊數:	1 online resource (108 pages)
附註:	Source: Masters Abstracts International, Volume: 84-02.
Contained By:	Masters Abstracts International84-02.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29328129click for full text (PQDT)
ISBN:	9798841757740

Effects of Personalised and Direct Instructions on Pupils' Academic Performance in Numeracy in Ilorin West Local Government Area of Kwara State.
Olasinde, Bilikis Ajoke.

Effects of Personalised and Direct Instructions on Pupils' Academic Performance in Numeracy in Ilorin West Local Government Area of Kwara State. - 1 online resource (108 pages)

Source: Masters Abstracts International, Volume: 84-02.

Thesis (M.Ed.)--Kwara State University (Nigeria), 2022.

Includes bibliographical references

Numeracy is a subject that is developed across the primary three curriculum. It has to do with reason logically, problem-solving skills and having the confidence and competence to use numbers and measures in various settings, pupils do have phobia for any subject that deal with calculation. Based on this reason, the researcher investigated the effect of personalized and Direct-instructions on pupils' academic performance in numeracy in Ilorin West Local Government Area of Kwara state. This research-work adopted the pre-test, post-test, control group quasi-experimental research design. There is, factorial design of 3X2X2 was adopted to test the null hypotheses for this study. The population of this study comprised all primary school pupils. Sample size for the study was 6 primary three classes. The multistage sampling technique was used. The purposive sampling technique was used to select mixed primary schools (Boys and Girls schools). Instruments were used to elicit information and three treatment packages: Pupils' Numeracy Performance Test (PNPT), Instructional Guide for Personalized Instruction (IGPI), Instructional Guide for Direct Instruction (IGDI) and Instructional Guide for Conventional Method (IGCM). Seven research hypotheses were formulated and tested for the study, Instruments were face and content validity by some selected Numeracy teachers in primary schools, researcher's supervisor, co-supervisor and some lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete. Twenty five copies of the test were administered two times on primary 3 pupils in another school outside the study sample. The drafted instruments were tested two times, giving two weeks interval. Thereafter, Pearson Product-Moment Correlation (PPMC) coefficient was used to establish the reliability coefficient of 0.81. The demographic data of the participants were analyzed using frequency counts, mean and percentage, while the research hypotheses were tested, using analysis of covariance (ANCOVA) at 0.05 level of significance. Findings showed that there was significant effect of personalized and direct instructions on pupils' academic performance in numeracy (F (2; 116) = 2.584, P < 0.05). Based on the findings of the study, personalized and direct instructions can enhance better performance in numeracy than the traditional method of teaching and learning. Finally, recommendations were made, numeracy teachers should be enlightened an trained on the effectiveness of personalized and direct instructions on pupils' academic performance in numeracy, Curriculum developer in numeracy like, Federal and State Ministries of Education, school proprietors and Nigerian Educational Research should incorporate personalized and direct instructions into the curriculum as one of innovative strategies that would be used to teach numeracy especially in primary schools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841757740Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Personalized instructionIndex Terms--Genre/Form:

542853
Electronic books.

Effects of Personalised and Direct Instructions on Pupils' Academic Performance in Numeracy in Ilorin West Local Government Area of Kwara State.
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502 $a Thesis (M.Ed.)--Kwara State University (Nigeria), 2022.
504 $a Includes bibliographical references
520 $a Numeracy is a subject that is developed across the primary three curriculum. It has to do with reason logically, problem-solving skills and having the confidence and competence to use numbers and measures in various settings, pupils do have phobia for any subject that deal with calculation. Based on this reason, the researcher investigated the effect of personalized and Direct-instructions on pupils' academic performance in numeracy in Ilorin West Local Government Area of Kwara state. This research-work adopted the pre-test, post-test, control group quasi-experimental research design. There is, factorial design of 3X2X2 was adopted to test the null hypotheses for this study. The population of this study comprised all primary school pupils. Sample size for the study was 6 primary three classes. The multistage sampling technique was used. The purposive sampling technique was used to select mixed primary schools (Boys and Girls schools). Instruments were used to elicit information and three treatment packages: Pupils' Numeracy Performance Test (PNPT), Instructional Guide for Personalized Instruction (IGPI), Instructional Guide for Direct Instruction (IGDI) and Instructional Guide for Conventional Method (IGCM). Seven research hypotheses were formulated and tested for the study, Instruments were face and content validity by some selected Numeracy teachers in primary schools, researcher's supervisor, co-supervisor and some lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete. Twenty five copies of the test were administered two times on primary 3 pupils in another school outside the study sample. The drafted instruments were tested two times, giving two weeks interval. Thereafter, Pearson Product-Moment Correlation (PPMC) coefficient was used to establish the reliability coefficient of 0.81. The demographic data of the participants were analyzed using frequency counts, mean and percentage, while the research hypotheses were tested, using analysis of covariance (ANCOVA) at 0.05 level of significance. Findings showed that there was significant effect of personalized and direct instructions on pupils' academic performance in numeracy (F (2; 116) = 2.584, P < 0.05). Based on the findings of the study, personalized and direct instructions can enhance better performance in numeracy than the traditional method of teaching and learning. Finally, recommendations were made, numeracy teachers should be enlightened an trained on the effectiveness of personalized and direct instructions on pupils' academic performance in numeracy, Curriculum developer in numeracy like, Federal and State Ministries of Education, school proprietors and Nigerian Educational Research should incorporate personalized and direct instructions into the curriculum as one of innovative strategies that would be used to teach numeracy especially in primary schools.
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650 4 $a Mathematics education. $3 641129
650 4 $a Pedagogy. $3 2122828
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