EFFECTS OF DATA-DRIVEN INSTRUCTION AS A TEACHING
STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS'
CLASSROOM PARTICIPATION IN MATHEMATICS IN EKITI
STATE, NIGERIA.
This study assesses the effects of data-driven instruction as a teaching
strategy using pre-service Teachers of University of Nigeria Nsukka,
College of Education Ikere chapter, Ekiti State and also secondary school
students' classroom participation in Mathematics. A sample of eight (8)
pre-service teachers and one hundred and twenty-five (125) junior
secondary school students are used. Students' classroom observational
scale is developed and validated at the reliability coefficient of scott's pi of
0.92. Data is analysed using ANCOVA at 0.05 level of significance. The
result of the analysis shows a significant main effect of students' classroom
interaction on partial eta =0.10. The result also shows that the mean score
of female is better at (28.45) than male at (25.08). Based on these findings,
recommendations that would improve the performance of the students in
Mathematics are made.
Keywords: Data-driven, Instructional strategy, Pre-service teachers, classroom
participation.
Introduction
Low
Kehinde-Dada O. V and Ojo, A. A.
EFFECTS OF DATA-DRIVEN INSTRUCTION AS A TEACHING STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS' CLASSROOM PARTICIPATION IN MATHEMATICS IN EKITI STATE, NIGERIA.
This study assesses the effects of data-driven instruction as a teaching strategy using pre-service Teachers of University of Nigeria Nsukka, College of Education Ikere chapter, Ekiti State and also secondary school students' classroom participation in Mathematics. A sample of eight (8) pre-service teachers and one hundred and twenty-five (125) junior secondary school students are used. Students' classroom observational scale is developed and validated at the reliability coefficient of scott's pi of 0.92. Data is analysed using ANCOVA at 0.05 level of significance. The result of the analysis shows a significant main effect of students' classroom interaction on partial eta =0.10. The result also shows that the mean score of female is better at (28.45) than male at (25.08). Based on these findings, recommendations that would improve the performance of the students in Mathematics are made. Keywords: Data-driven, Instructional strategy, Pre-service teachers, classroom participation. Introduction Low