This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.
{"title":"Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement","authors":"Charles Bediako Ampofo","doi":"10.4314/ajesms.v15i1.3","DOIUrl":"https://doi.org/10.4314/ajesms.v15i1.3","url":null,"abstract":"This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133872102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69100
Nn Achufusi-Aka, Fc Offiah
This study ascertained the effect of self-regulated learning on students’ academic achievement in physics. It is a quasi-experimental design in which two co-educational schools were used and randomly assigned as experimental and control groups .Two research questions and one hypothesis guided the study. The instrument was a physics achievement test designed by the researcher .The study was carried out in Onitsha education zone of Nigeria with a population of 12,104 science students. A sample of 60 students from two co-educational schools were used for the study, Analysis of result using t-test showed that self-regulated learning students performed significantly better than the non-self regulated learning counterparts. Keywords: self-regulated learning, academic achievement in physics, learning physics
{"title":"The effect of self-regulated learning on academic achievement of secondary school physics students","authors":"Nn Achufusi-Aka, Fc Offiah","doi":"10.4314/AJESMS.V8I1.69100","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69100","url":null,"abstract":"This study ascertained the effect of self-regulated learning on students’ academic achievement in physics. It is a quasi-experimental design in which two co-educational schools were used and randomly assigned as experimental and control groups .Two research questions and one hypothesis guided the study. The instrument was a physics achievement test designed by the researcher .The study was carried out in Onitsha education zone of Nigeria with a population of 12,104 science students. A sample of 60 students from two co-educational schools were used for the study, Analysis of result using t-test showed that self-regulated learning students performed significantly better than the non-self regulated learning counterparts. Keywords: self-regulated learning, academic achievement in physics, learning physics","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125101487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69107
S. Bassey, Na Ndiyo, M. Joshua
Having observed the reckless abandonment of professional codes and ethics of teaching soon after certification, and specifically the subterfuge of the use of instructional materials in lesson delivery, the researchers set out to investigate the state-of-the-art in terms of availability and use of mathematical instructional materials, and the influence of these on students’ achievement in the subject. Three instruments, a 20-item Mathematics Teacher Instructional Materials Availability Questionnaire (TIMAQ), a 20-item Mathematics Teacher Instructional Material Use Questionnaire (TIMUQ) and a 30-item Multiple Choice Achievement Test (MCAT) were developed, validated (test-retest reliability coefficients of 0.87 and 0.97 respectively for TIMAQ and TIMUQ, and KR-20 coefficient of 0.89 with mean 40.8, S.D. 11.33) for MCAT. Two hundred (200) students (20 per school comprising 100 male and 100 female) were selected from the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study. Results of the simple percentage and independent t-test analyses revealed the non-availability and non use of instructional materials in Mathematics instruction, as well as significant achievement differences between materials-available and non-available schools on one hand and achievement of students from material-used and non–used schools on the other. Useful recommendations were therefore made based on these findings. Keywords: mathematics instructional materials, students’ achievement, availability of instructional materials, use of instructional materials
{"title":"The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, Nigeria","authors":"S. Bassey, Na Ndiyo, M. Joshua","doi":"10.4314/AJESMS.V8I1.69107","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69107","url":null,"abstract":"Having observed the reckless abandonment of professional codes and ethics of teaching soon after certification, and specifically the subterfuge of the use of instructional materials in lesson delivery, the researchers set out to investigate the state-of-the-art in terms of availability and use of mathematical instructional materials, and the influence of these on students’ achievement in the subject. Three instruments, a 20-item Mathematics Teacher Instructional Materials Availability Questionnaire (TIMAQ), a 20-item Mathematics Teacher Instructional Material Use Questionnaire (TIMUQ) and a 30-item Multiple Choice Achievement Test (MCAT) were developed, validated (test-retest reliability coefficients of 0.87 and 0.97 respectively for TIMAQ and TIMUQ, and KR-20 coefficient of 0.89 with mean 40.8, S.D. 11.33) for MCAT. Two hundred (200) students (20 per school comprising 100 male and 100 female) were selected from the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study. Results of the simple percentage and independent t-test analyses revealed the non-availability and non use of instructional materials in Mathematics instruction, as well as significant achievement differences between materials-available and non-available schools on one hand and achievement of students from material-used and non–used schools on the other. Useful recommendations were therefore made based on these findings. Keywords: mathematics instructional materials, students’ achievement, availability of instructional materials, use of instructional materials","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116791425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69101
B. Samlafo
This paper examines the levels of Hg and As in blood samples of inhabitants of Tarkwa and its environs, a mining impacted area in contrast with the populations of Akatsi and its environs, a non-mining impacted area. Blood samples were analysed for arsenic (As) and mercury (Hg) using instrumental neutron activation analysis. The prepared samples were irradiated at a thermal neutron flux of 5x1011n cm -2 s -1 using the Ghana Research Rector-1. An independent one- tailed student t-test was used to compare the means of both the experimental and the control subjects in order to establish the statistical significant differences between the two groups. The level of probability at which significant differences existed between the groups was set at p 0.05) implying the level observed in the experimental group could be due to the mining activities in the area. Keywords : arsenic level, mercury level, human blood, blood samples
本文研究了受采矿影响地区Tarkwa及其周边地区居民血液样本中汞和砷的水平，并与非采矿影响地区Akatsi及其周边地区的人口进行了对比。用仪器中子活化分析法分析血样中的砷和汞。制备的样品在5 × 1011n cm -2 s -1热中子通量下使用加纳研究收集器-1照射。采用独立的单侧学生t检验比较实验组和对照组的均值，以确定两组之间有统计学显著性差异。各组之间存在显著差异的概率水平设为p 0.05)，这意味着实验组观察到的水平可能是由于该地区的采矿活动。关键词:砷水平，汞水平，人体血液，血液样本
{"title":"Levels of arsenic and mercury in human blood from Tarkwa and its environs, a mining area in Wassa West District of Ghana","authors":"B. Samlafo","doi":"10.4314/AJESMS.V8I1.69101","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69101","url":null,"abstract":"This paper examines the levels of Hg and As in blood samples of inhabitants of Tarkwa and its environs, a mining impacted area in contrast with the populations of Akatsi and its environs, a non-mining impacted area. Blood samples were analysed for arsenic (As) and mercury (Hg) using instrumental neutron activation analysis. The prepared samples were irradiated at a thermal neutron flux of 5x1011n cm -2 s -1 using the Ghana Research Rector-1. An independent one- tailed student t-test was used to compare the means of both the experimental and the control subjects in order to establish the statistical significant differences between the two groups. The level of probability at which significant differences existed between the groups was set at p 0.05) implying the level observed in the experimental group could be due to the mining activities in the area. Keywords : arsenic level, mercury level, human blood, blood samples","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115750817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/ajesms.v8i1.69105
J. Fletcher
The purpose of this exploratory study was to investigate the extent to which senior high school students could apply mathematics in real life situations by examining the relationship between their performance on “routine” mathematical calculations and that on a “shortwriting” task related to the application of mathematics. It involved thirty boys and thirty girls from two Senior High Schools in Accra, the capital of Ghana in West Africa. All the sixty participants were in Form 1 (SHS1) at the time of the study. Data for the study was collected between June and August 2008 using tasks and interviews. Both qualitative and quantitative analytical techniques were used to analyse the data. The results of the study showed no significant gender differences in the students’ performance on both the routine and the short-writing tasks but showed marked differences between the students’ performance on the routine calculations and that on the short-writing task. The students’ mean score for the routine calculations was significantly higher than their mean score for the short-writing task as the difference between the two mean scores was statistically significant at the 0.1% level. Furthermore, there was a strong correlation between the students’ performance on the two different tasks. The implications of the results for the teaching and learning of mathematics are discussed. Keywords: problem-solving, application, routine, task-oriented
{"title":"Applying mathematics in real-life problems: A case study of two senior high schools in Ghana","authors":"J. Fletcher","doi":"10.4314/ajesms.v8i1.69105","DOIUrl":"https://doi.org/10.4314/ajesms.v8i1.69105","url":null,"abstract":"The purpose of this exploratory study was to investigate the extent to which senior high school students could apply mathematics in real life situations by examining the relationship between their performance on “routine” mathematical calculations and that on a “shortwriting” task related to the application of mathematics. It involved thirty boys and thirty girls from two Senior High Schools in Accra, the capital of Ghana in West Africa. All the sixty participants were in Form 1 (SHS1) at the time of the study. Data for the study was collected between June and August 2008 using tasks and interviews. Both qualitative and quantitative analytical techniques were used to analyse the data. The results of the study showed no significant gender differences in the students’ performance on both the routine and the short-writing tasks but showed marked differences between the students’ performance on the routine calculations and that on the short-writing task. The students’ mean score for the routine calculations was significantly higher than their mean score for the short-writing task as the difference between the two mean scores was statistically significant at the 0.1% level. Furthermore, there was a strong correlation between the students’ performance on the two different tasks. The implications of the results for the teaching and learning of mathematics are discussed. Keywords: problem-solving, application, routine, task-oriented","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130180117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69108
U. Uyoata, K. Ekpo, J. Ibe, A. Okon
The study investigated the effect of cooperative small group instructional mode on the cognitive achievement of boys and girls in primary science. Eighty-two pupils (41 girls and 41 boys) were drawn from 2 randomly selected primary schools and from 2 intact primary 5 classes in Uyo Local Government Education Authority. The subjects were exposed to 5 weeks of instruction in selected science concepts from primary 5 curriculum module. Two modes of instruction used were the cooperative small group and the whole class instructional modes. Instrument for collecting the data was the Primary Science Achieve ment Test (PSAT). Data analysis involved the use of t-test statistic. Results revealed no statistically significant difference in the achievement of boys and girls in primary science. The paper claims that cooperative small group instructional mode could remove gender bias in female pupils’ achievement in science. Keywords : cooperative small group instruction, gender bias in achievement, science achievement
{"title":"Re-thinking instructional strategies for enhancing gender equity in learning primary science: let’s try cooperative small group instructional mode","authors":"U. Uyoata, K. Ekpo, J. Ibe, A. Okon","doi":"10.4314/AJESMS.V8I1.69108","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69108","url":null,"abstract":"The study investigated the effect of cooperative small group instructional mode on the cognitive achievement of boys and girls in primary science. Eighty-two pupils (41 girls and 41 boys) were drawn from 2 randomly selected primary schools and from 2 intact primary 5 classes in Uyo Local Government Education Authority. The subjects were exposed to 5 weeks of instruction in selected science concepts from primary 5 curriculum module. Two modes of instruction used were the cooperative small group and the whole class instructional modes. Instrument for collecting the data was the Primary Science Achieve ment Test (PSAT). Data analysis involved the use of t-test statistic. Results revealed no statistically significant difference in the achievement of boys and girls in primary science. The paper claims that cooperative small group instructional mode could remove gender bias in female pupils’ achievement in science. Keywords : cooperative small group instruction, gender bias in achievement, science achievement","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114954911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69103
E. Baffoe, D. K. Mereku
This study was an attempt to measure the Van Hiele levels of geometric thought attained by SHS 1 students on entering Senior High School in Ghana. In all, 188 SHS Form 1 students from two schools were involved in this study. These students were given the Van Hiele Geometry Test adapted from the ‘Cognitive Development and Achievement in Secondary School Geometry Test’ items and an aptitude test, both in the fourth week of their entry to the SHS. The results showed that 59% of the students attained Van Hiele level 1. Out of 59%, 11% reached level 2 and only 1% reached level 3 by the theory. This indicates that the Van Hiele level of understanding of (i.e. over 90%) Ghanaian students before entering SHS is lower than that of their colleagues other countries. Keywords : van Hiele levels, geometric thinking, secondary school geometry
{"title":"The van Hiele levels of understanding of students entering senior high school in Ghana","authors":"E. Baffoe, D. K. Mereku","doi":"10.4314/AJESMS.V8I1.69103","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69103","url":null,"abstract":"This study was an attempt to measure the Van Hiele levels of geometric thought attained by SHS 1 students on entering Senior High School in Ghana. In all, 188 SHS Form 1 students from two schools were involved in this study. These students were given the Van Hiele Geometry Test adapted from the ‘Cognitive Development and Achievement in Secondary School Geometry Test’ items and an aptitude test, both in the fourth week of their entry to the SHS. The results showed that 59% of the students attained Van Hiele level 1. Out of 59%, 11% reached level 2 and only 1% reached level 3 by the theory. This indicates that the Van Hiele level of understanding of (i.e. over 90%) Ghanaian students before entering SHS is lower than that of their colleagues other countries. Keywords : van Hiele levels, geometric thinking, secondary school geometry","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127333272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69104
K. Taale
The research explored the decisions of science students in the University of Education, Winneba (UEW) to enroll in science courses, particularly physical science, as a course or major programme. The study used a modified ‘multiple worlds’ model to investigate how the various worlds of the students influenced their science subject choice. All science students of UEW in the 2008/2009 academic year constituted the population from which a sample of two hundred and sixteen (216) students made up one hundred and forty-seven (147) males and sixty-nine (69) females was drawn. Purposive sampling using intact group technique was used to sample the respondents. Two equivalent forms of questionnaire designated as PSQ (for physical science students) and BSQ (for biological science students) were used to collect data on the students’ demographic characteristics as well as their perceptions of influence from their school, family, peer, and societal worlds which impact on their choice of subject. The study revealed that students making different subject choices (physical or biological science) reported similar experiences and conceptions, which did not generally inspire the choice of physical science. Students who chose physical science explained the source of their motivation in terms of high self-concept and perception of selfefficacy especially in mathematics, as well as, availability of resources of peer cultural and social capital objectified in course materials such as books, hand-outs, notes and socioemotional factors such as encouragement, pieces of advice among others. Students also reported building enough self-confidence to enrol in physical science by the encouragement they received through informal contact with physics lecturers. Keywords : enrollment in science courses, students’ enrolment decisions, physical science, subject choice
{"title":"Factors influencing students’ physical science enrolment decision at the University of Education, Winneba","authors":"K. Taale","doi":"10.4314/AJESMS.V8I1.69104","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69104","url":null,"abstract":"The research explored the decisions of science students in the University of Education, Winneba (UEW) to enroll in science courses, particularly physical science, as a course or major programme. The study used a modified ‘multiple worlds’ model to investigate how the various worlds of the students influenced their science subject choice. All science students of UEW in the 2008/2009 academic year constituted the population from which a sample of two hundred and sixteen (216) students made up one hundred and forty-seven (147) males and sixty-nine (69) females was drawn. Purposive sampling using intact group technique was used to sample the respondents. Two equivalent forms of questionnaire designated as PSQ (for physical science students) and BSQ (for biological science students) were used to collect data on the students’ demographic characteristics as well as their perceptions of influence from their school, family, peer, and societal worlds which impact on their choice of subject. The study revealed that students making different subject choices (physical or biological science) reported similar experiences and conceptions, which did not generally inspire the choice of physical science. Students who chose physical science explained the source of their motivation in terms of high self-concept and perception of selfefficacy especially in mathematics, as well as, availability of resources of peer cultural and social capital objectified in course materials such as books, hand-outs, notes and socioemotional factors such as encouragement, pieces of advice among others. Students also reported building enough self-confidence to enrol in physical science by the encouragement they received through informal contact with physics lecturers. Keywords : enrollment in science courses, students’ enrolment decisions, physical science, subject choice","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115956339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/AJESMS.V8I1.69097
S. Faleye
This research report presents a new teaching and learning model in engineering classes. The proposed learning module is called the “Constructionist Computer Aided Instructional Learning Model” (CCAILM). This new model was derived from constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle. The process of knowledge construction, when an engineering lecture is delivered and learnt using a CCAILM approach, as well as the instructional strategies and steps prescribed in the CCAILM teaching and learning environment, are also discussed in this report. Key words : engineering education, undergraduate, engineering modules, learning and teaching models
{"title":"The CCAILM Learning Model: An Instructional Model for Teaching and Learning of Engineering Modules","authors":"S. Faleye","doi":"10.4314/AJESMS.V8I1.69097","DOIUrl":"https://doi.org/10.4314/AJESMS.V8I1.69097","url":null,"abstract":"This research report presents a new teaching and learning model in engineering classes. The proposed learning module is called the “Constructionist Computer Aided Instructional Learning Model” (CCAILM). This new model was derived from constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle. The process of knowledge construction, when an engineering lecture is delivered and learnt using a CCAILM approach, as well as the instructional strategies and steps prescribed in the CCAILM teaching and learning environment, are also discussed in this report. Key words : engineering education, undergraduate, engineering modules, learning and teaching models","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121308765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.4314/ajesms.v8i1.69106
Eg Akpama, En Ekefre
This study examined the influence of family socio-economic status on adolescent’s perception of and attitude to HIV/AIDS preventive measures. The study utilized 900 adolescents (450 males and 450 females) as the population of study. A 20 item questionnaire was used for data collection. One research question guided the study, while one hypothesis was tested. Data collected were analyzed and tested for significance, using a one-way analysis of variance test statistics. The finding revealed that parents’ socioeconomic background has no significant influence on adolescents’ perception of and attitude to HIV/AIDS prevention. Some recommendations were made as the way forward. Keywords: adolescent’s attitude, adolescent’s perception, family socio-economic status, HIV/AIDS preventive measures,
{"title":"Family socio-economic status and its influences on adolescents perception of, and attitude to, HIV/AIDS prevention among secondary schools in Cross River State, Nigeria","authors":"Eg Akpama, En Ekefre","doi":"10.4314/ajesms.v8i1.69106","DOIUrl":"https://doi.org/10.4314/ajesms.v8i1.69106","url":null,"abstract":"This study examined the influence of family socio-economic status on adolescent’s perception of and attitude to HIV/AIDS preventive measures. The study utilized 900 adolescents (450 males and 450 females) as the population of study. A 20 item questionnaire was used for data collection. One research question guided the study, while one hypothesis was tested. Data collected were analyzed and tested for significance, using a one-way analysis of variance test statistics. The finding revealed that parents’ socioeconomic background has no significant influence on adolescents’ perception of and attitude to HIV/AIDS prevention. Some recommendations were made as the way forward. Keywords: adolescent’s attitude, adolescent’s perception, family socio-economic status, HIV/AIDS preventive measures,","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132469438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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