Effect of Station Rotation Mode of Instructional Delivery for Mathematics in the Era of Advancing Technology
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| Title: | Effect of Station Rotation Mode of Instructional Delivery for Mathematics in the Era of Advancing Technology |
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| Language: | English |
| Authors: | Akinoso, Sabainah Oyebola, Agoro, Aminat Aderonke, Alabi, Olufemi Mobolaji |
| Source: | Journal of the International Society for Teacher Education. 2020 24(2):60-72. |
| Availability: | International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teaching Methods, Mathematics Instruction, Mathematics Tests, Mathematics Achievement, Pretests Posttests, Student Attitudes, Comparative Analysis, School Districts, Secondary School Students, Computer Centers, Foreign Countries, Conventional Instruction, Blended Learning |
| Geographic Terms: | Nigeria |
| ISSN: | 1029-5968 |
| Abstract: | Mathematics as a core subject in sciences and other aspects of human lives requires quality teaching to enhance learning and proper understanding. This idea prompted the Station Rotation Model of instruction used in this study for teaching secondary school students mathematics. From six educational districts in Lagos State, Educational District IV was selected randomly. Two senior secondary schools were purposively selected from the district being schools with well-equipped and functioning computer laboratory, and these schools were randomly assigned to experimental and control. The study adopted the pretest, posttest, control group quasi-experimental design to ascertain if there was a difference between the achievement and attitude of students taught mathematics with station rotation and those taught with conventional method. The two instruments used were Mathematics Achievement Test (MAT) and Attitude towards Mathematics Inventory (ATMI) adapted from Tapia and Marsh (2004). The data were analyzed using ANCOVA. The treatment was found to have a significant difference in achievement but not on the attitude of students. These results suggest that the station rotation model of instruction should be adopted in teaching mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304479 |
| Database: | ERIC |
| Abstract: | Mathematics as a core subject in sciences and other aspects of human lives requires quality teaching to enhance learning and proper understanding. This idea prompted the Station Rotation Model of instruction used in this study for teaching secondary school students mathematics. From six educational districts in Lagos State, Educational District IV was selected randomly. Two senior secondary schools were purposively selected from the district being schools with well-equipped and functioning computer laboratory, and these schools were randomly assigned to experimental and control. The study adopted the pretest, posttest, control group quasi-experimental design to ascertain if there was a difference between the achievement and attitude of students taught mathematics with station rotation and those taught with conventional method. The two instruments used were Mathematics Achievement Test (MAT) and Attitude towards Mathematics Inventory (ATMI) adapted from Tapia and Marsh (2004). The data were analyzed using ANCOVA. The treatment was found to have a significant difference in achievement but not on the attitude of students. These results suggest that the station rotation model of instruction should be adopted in teaching mathematics. |
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| ISSN: | 1029-5968 |
