http://nojest.unilag.edu.ng/issue/feed 2024-10-14T23:56:56+00:00 Dr A.O.A. Awofala folafare@unilag.edu.ng Open Journal Systems http://nojest.unilag.edu.ng/article/view/2239 2024-09-25T19:03:23+00:00 SCOOLJ, OLUWAJUWONLO JOSEPH SCOOLJ, OLUWAJUWONLO JOSEPH folafare@unilag.edu.ng

<p><em>Nigeria grapples with challenges within its educational framework, with a prevailing focus on quantitative metrics often neglecting qualitative aspects. Mathematics education, in particular, stands out as a significant hurdle in achieving educational objectives. This study seeks to examine the influence of gamification strategies on primary school pupils' motivation to learn mathematics in Southwest Nigeria. It employed a quasi-experimental pre-test/post-test control group factorial design: the research encompasses eight primary schools across Lagos and Osun states. The Motivation to Learn Mathematics Scale (MLMS) was adapted from the Science Motivation Questionnaire (SMQ) to gauge motivation levels. Data collected were subjected to analysis employing descriptive statistics, ANCOVA. The findings reveal a positive impact of gamification treatment on pupils' motivation to learn mathematics. Moreover, the study shows that gender does not exert a significant influence on primary school pupils' motivation to learn mathematics. similarly, the area of classification does not significantly affect pupils' motivation. Consequently, it is recommended, among other measures, that the incorporation of gamification strategies into mathematics teaching for primary school pupils be prioritized.</em></p>

2024-09-21T00:00:00+00:00 Copyright (c) 2024 http://nojest.unilag.edu.ng/article/view/2269 2024-10-14T23:56:56+00:00 OKEKEOKOSISI JOHNBOSCO O. C. OKEKEOKOSISI JOHNBOSCO O. C. gentlejack10@yahoo.com ANAEKWE MARCELLINUS, C. ANAEKWE MARCELLINUS, C. gentlejack10@yahoo.com

<p><em>The study examined how data processing students’ interest could be improved through the use of individualized learning strategy in Nnewi Education Zone of Anambra State, Nigeria. The study adopted a quasi-experimental design, specifically the pretest posttest non-equivalent control group research design. Two research questions and two null hypotheses guided the study. A two-stage sampling procedure were used to sample 38 public co-educational secondary schools out of 50 public schools in Nnewi education zone of Anambra State. A simple random sampling technique (balloting without replacement) were used to select 6 public co-educational secondary schools. Intact classes from the 6 schools were used for the study. The instrument used for data collection were an adapted interest scale questionnaire. The reliability of the interest scale tagged computer maintenance ethics</em> and human issues<em> questionnaire (CMEQAHI) were determined using Cronbach Alpha method with an index value of 0.71. The two groups were taught six lessons on the theme computer maintenance ethics using individualized learning strategy (ILS) and lecture method (LM) respectively. Data were collected by administering CMEQAHI on the participants as pre-test and post-test. Data obtained were analyzed using mean, standard deviation and two-way Analysis of Covariance. The findings revealed among others that there is a significant difference in the mean interest rating scores of students exposed to ILS and LM in favour of the former group. Based on the findings, the study recommended that individualized learning strategy should be incorporated in the curriculum as a teaching strategy in teaching data processing in the classroom since it encourages self-development. </em></p>

2024-10-15T00:00:00+00:00 Copyright (c) 2024