Relationship Between Teaching Styles and Mathematics Achievement of Ibadan North Secondary School Students: Practical Application of Peer-Cooperative Learning to Improve Retention of STEM Majors
Teachers and teaching styles are two important factors influencing students’ academic performance. In this action research study, we investigate.
Abstract:
Teachers and teaching styles are two important factors influencing students’ academic performance. In this action research study, we investigated the differential effectiveness of two teaching methods, conventional learning (CL) and peer-cooperative learning (PCL), on students’ academic performance in fractions. A sample of 120 tenth grade mathematics students from Ibadan North Local Government Area of Oyo State in Nigeria was used for the study. The students were selected from three different secondary schools and grouped into two groups: the experimental (PCL) group and the control (CL) group, each having 60 students. A sample of 5 multiple-choice objective and 5 theory test questions titled Fraction Performance Test (FPT) was used to measure their academic performance after the treatment, and the assessment test scores were recorded. Descriptive statistics of the mean were used to answer the research question, while the two-way ANOVA technique was adopted for testing the research hypothesis at an alpha of 0.05. Summarily, the F (3, 116) statistic (= 8.55, p < .001) indicates significant differences in the effectiveness of the teaching methods. The mean scores also reveal that peer-cooperative learning was more effective than the conventional teaching approach. While the former proved to be a more efficacious treatment for female students, the latter was more suitable for male students. We recommend that different approaches be attempted by teachers, and the most effective in overcoming students’ resistance to learning and improving their academic performance be adopted.
Keywords: Conventional learning, cooperative learning, instructional strategies, peer tutoring, STEM.
2
References
AbdulRaheem, Y., Yusuf, H. T., & Odutayo, A. O. (2017). Effect of peer tutoring on students' academic performance in economics in Ilorin South, Nigeria. Journal of Peer Learning, 10, 95-102. https://ro.uow.edu.au/ajpl/vol10/iss1/7
Acar, B., & Tarhan, L. (2006). Effect of cooperative learning strategies on students’ understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5, 349–373. https://doi.org/10.1007/s10763-006-9046-7
Aksit, F., Niemi, H., & Nevgi, A. (2016). Why is active learning so difficult to implement: The Turkish case. Australian Journal of Teacher Education, 41(4), Article 6. https://doi.org/10.14221/ajte.2016v41n4.6
Alam, S., Budiarto, M. T., & Siswono, T. Y. E. (2022). A study of students’ self-efficacy in mathematics performance based on bugis ethnicity and gender. European Journal of Mathematics and Science Education, 3(2), 155-170. https://doi.org/10.12973/ejmse.3.2.155
Alegre Ansuategui, F. J., & Moliner Miravet, L. (2017). Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of mathematical education in science and technology, 48(8), 1185-1205. https://doi.org/10.1080/0020739X.2017.1342284
Alemu, M. (2020). Improving secondary school students physics achievement using reciprocal peer tutoring: A multi-level quasi-experimental study. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), Article em1832. https://doi.org/10.29333/ejmste/115164
Anyamene, A., & Odalonu, P. I. (2022). Relationship between learning styles and mathematics academic achievement of secondary school students in Awka education zone. International Journal of Research and Innovation in Social Science, 6(2), 614–619. https://doi.org/10.47772/ijriss.2022.6228
Awofala, A. O. A., & Lawani, A. O. (2020). Increasing mathematics achievement of senior secondary school students through differentiated instruction. Journal of Educational Sciences, 4(1), 1-19. https://doi.org/10.31258/jes.4.1.p.1-19
Azeez, A. A., Omananyi, E. O., Kwasi, B. N., & Abuh, L. O. (2022). Effect of jigsaw and peer-tutoring instructional strategies on senior secondary school students’ academic achievement and interest in periodic table of elements in Ankpa local government area of Kogi state. UNIZIK Journal of Educational Research and Policy Studies, 13(1), 76-90. https://unijerps.org/index.php/unijerps/article/view/289/253
Barczi-Veres, K. (2022). Planning and delivering a cooperative maths lesson. European Journal of Mathematics and Science Education, 3(1), 9-16. https://doi.org/10.12973/ejmse.3.1.9
Bonwell, C. C., & Eison, J. A. (1991). Active learning: creating excitement in the classroom. George Washington University.
Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/active-learning/
Canto-Herrera, P., & Salazar-Carballo, H. (2010, April 29 – May 4). Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement [Paper presentation]. American Educational Research Association (AERA) Meeting 2010, Denver, USA.
Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education, 16(3), 173-186. https://doi.org/10.1177/1469787415589529
Crosswhite, F. J. (1987). President’s choice: Better teaching, better mathematics: Are they enough? Arithmetic Teacher, 34(2), 54–59. https://doi.org/10.5951/AT.34.2.0054
Downing, J. A., Brewer, R. D., Reid, M. S., & Rhine, B. G. (2003). Peer coaching: Students teaching to learn. Intervention in School and Clinic, 39(2), 113-121. https://doi.org/10.1177/10534512030390020701
Ebrahim, A. (2012). The effect of cooperative learning strategies on elementary students’ science achievement and social skills in Kuwait. International Journal of Science and Mathematics Education, 10, 293-314. https://doi.org/10.1007/s10763-011-9293-0
Eskay, M., Onu, V. C., Obiyo, N., & Obidoa, M. (2012). Use of peer tutoring, cooperative learning, and collaborative learning: Implications for reducing anti-social behavior of schooling adolescents. US-China Education Review, 11, 932-945.
Esmonde, I. (2009). Explanations in Mathematics Classrooms: A Discourse Analysis. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 86–99. https://doi.org/10.1080/14926150902942072
Farrell, B. J., & Farrell, H. M. (2009). Student Satisfaction with Cooperative Learning in an Accounting Curriculum. Journal of University Teaching and Learning Practice, 5(2), 45-61. https://doi.org/10.53761/1.5.2.4
Finelli, C. J., Daly, S. R., & Richardson, K. M. (2014). Bridging the research-to-practice gap: Designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2), 331–361. https://doi.org/10.1002/jee.20042
Forde, E. N., Robinson, L., Ellis, J. A., & Dare, E. A. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5, Article 3. https://doi.org/10.1186/s43031-022-00070-1
Fortus, D., & Touitou, I. (2021). Changes to students’ motivation to learn science. Disciplinary and Interdisciplinary Science Education Research, 3, Article 1. https://doi.org/10.1186/s43031-020-00029-0
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35. https://ijhssi.org/v2i9(version2).html
Grasha, A. (1996). Teaching with style: a practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Greenwood, C. (1997). Classwide peer tutoring. Behavior and Social Issues, 7, 53-57. https://doi.org/10.5210/bsi.v7i1.299
Haj-Yahya, A., & Aegbaria, S. (2023). Using interactive presentations to promote mathematical discourse. European Journal of Mathematics and Science Education, 4(1), 1-17. https://doi.org/10.12973/ejmse.4.1.1
Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific teaching. Macmillan.
Harris, V. W., & Sherman, J. A. (1973). Effects of peer tutoring and consequences on the math performance of elementary classroom students. Journal of Applied Behavior Analysis, 6(4), 587-597. https://psycnet.apa.org/doi/10.1901/jaba.1973.6-587
Hora, M. T., Ferrare, J. J., & Oleson, A. (2012). Findings from classroom observations of 58 math and science faculty [Research Report]. Wisconsin Center for Education Research, Madison, University of Wisconsin-Madison. https://bit.ly/47qz4Q6
Iyamuremye, E., Ndayambaje, I., & Muwonge, C. M. (2021). Influence of Teaching Approaches on Students’ Performance in Mathematics: A meta-analysis of Quasi-Experimental Studies in Africa. African Journal of Educational Studies in Mathematics and Sciences, 17(2), 73-94. https://www.ajol.info/index.php/ajesms/article/view/222933
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education, 18, Article 291. https://doi.org/10.1186/s12909-018-1400-2
Kaiser, G., & Zhu, Y. (2022). Gender differences in mathematics achievement: A secondary analysis of programme for international student assessment data from Shanghai. Asian Journal for Mathematics Education, 1(1), 115-130. https://doi.org/10.1177/27527263221091373
Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38, 223–235. https://doi.org/10.1007/s10755-012-9236-x
Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28(2), 95-107. https://doi.org/10.1177/07419325070280020801
LaFleur, P., & Bluffs, C. (2010). Peer tutoring: Student achievement, confidence and the teacher’s role [Master’s thesis, University of Nebraska-Lincoln]. Yumpu. https://bit.ly/3SSwlLr
Lazarus, K. U. (2014). Effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria. African Journal for the Psychological Studies of Social Issues, 17(1), 96-105. https://ajpssi.org/index.php/ajpssi/article/view/60
Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19, 270-289. https://doi.org/10.1007/s42330-019-00050-0
Lowman, J. (1990). Mastering the techniques of teaching. Jossey-Bass.
Lund, T. J., & Stains, M. (2015). The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2, Article 13. https://doi.org/10.1186/s40594-015-0026-8
Ma, L., & Kessel, C. (2022). The theory of school arithmetic: Fractions. Asian Journal for Mathematics Education, 1(3), 265-284. https://doi.org/10.1177/27527263221107162
McCoy, M. R. (2006). Teaching style and the application of adult learning principles by police instructors. Policing, 29(1), 77–91. https://doi.org/10.1108/13639510610648494
Moliner, L., & Alegre, F. (2020). Peer tutoring effects on students’ mathematics anxiety: A middle school experience. Frontiers in Psychology, 11, Article 1610. https://doi.org/10.3389/fpsyg.2020.01610
Muema, J. S., Mulwa, D. M., & Mailu, S. N. (2018). Relationship between teaching method and students’ performance in Mathematics in public secondary schools in Dadaab Sub County, Garissa County; Kenya. IOSR Journal of Research and Method in Education, 8(5), 28-32. https://bit.ly/3SHx2XK
National Academy of Engineering and National Research Council. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research (Consensus Study Report). National Academies. https://doi.org/10.17226/18612
Nkpordee, L., & Ibinabo, M. O. (2022). On the multivariate analysis of students' academic performance in WASSCE in public senior secondary schools in Rivers state (2018-2020). Journal of Mathematical Sciences and Computational Mathematics, 3(4), 441-491. https://doi.org/10.15864/jmscm.3403
Ogunleye, B. O. (2011). Trends and patterns of Nigerian students’ WASSCE entry and performance in physics, chemistry and biology (2000-2009). African Journal of Historical Sciences in Education, 7(2), 331-344.
Olulowo, T. G., Ige, O. A., & Ugwoke, E. O. (2020). Using peer tutoring to improve students’ academic achievement in financial accounting concepts. Education Research International, 2020, Article 8871235. https://doi.org/10.1155/2020/8871235
Rodger, S., Murray, H. G., & Cummings, A. L. (2007). Gender Differences in Cooperative Learning with University Students. Alberta Journal of Educational Research, 53(2), 157–173. https://doi.org/10.11575/ajer.v53i2.55260
Sakiyo, J., & Badau, K. M. (2015). Assessment of the trend of secondary school students’ academic performance in the sciences, Mathematics and English: Implications for the attainment of the Millennium Development Goals in Nigeria. Advances in Social Sciences Research Journal, 2(2), 31-38. https://doi.org/10.14738/assrj.22.805
Salomone, M., & Kling, T. (2017). Required peer-cooperative learning improves retention of STEM majors. International Journal of STEM Education, 4, Article 19. https://doi.org/10.1186/s40594-017-0082-3
Sellami, A., Ammar, M., & Ahmad, Z. (2022). Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar. Sustainability, 14(22), Article 15192. https://doi.org/10.3390/su142215192
Shadle, S. E., Marker, A., & Earl, B. (2017). Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments. International Journal of STEM Education, 4, Article 8. https://doi.org/10.1186/s40594-017-0062-7
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5, Article 7. https://doi.org/10.1186/s40594-018-0102-y
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172
Vooren, M., Haelermans, C., Groot, W., & van den Brink, H. M. (2022). Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data. International Journal of STEM Education, 9, Article 1. https://doi.org/10.1186/s40594-021-00318-8
Wang, N., Tan, A.-L., Zhou, X., Liu, K., Zeng, F., & Xiang, J. (2023). Gender differences in high school students’ interest in STEM careers: a multi-group comparison based on structural equation model. International Journal of STEM Education, 10, Article 59. https://doi.org/10.1186/s40594-023-00443-6
Winterton, C. I., Dunk, R. D., & Wiles, J. R. (2020). Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learn crossing gains. Disciplinary and Interdisciplinary Science Education Research, 2, Article 3. https://doi.org/10.1186/s43031-020-00020-9
Zhan, Z., Fong, P. S. W., Mei, H., & Liang, T. (2015). Effects of gender grouping on students’ group performance, individual achievements and attitudes in computer-supported collaborative learning. Computers in Human Behavior, 48, 587–596. https://doi.org/10.1016/j.chb.2015.02.038
Zhu, M. (2020). Effective pedagogical strategies for STEM education from instructors' perspective: OER for educators. Open Praxis, 12(2), 257-270. https://doi.org/10.5944/openpraxis.12.2.1074