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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
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
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  Data: 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
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  Data: 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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      – Text: English
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        PageCount: 13
        StartPage: 60
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Computer Centers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Nigeria
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      – TitleFull: Effect of Station Rotation Mode of Instructional Delivery for Mathematics in the Era of Advancing Technology
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            NameFull: Alabi, Olufemi Mobolaji
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