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Title: Effect of Teacher Enthusiasm on Mathematics Achievement: The Impact of Mathematical Creativity.
Authors: Durodola, Grace Temilolu
Gimba, R. W.
Hassan, A. A.
Olayiwola, R.
Issue Date: 2018
Publisher: 6th International Conference of School of Science and Technology Education (SSTE)
Citation: Durodola, Grace Temiloilu; Ramatu, Gimba W.; Hassan, Ahmed & Olayiwola Rasaq (2018). Effect of Teacher Enthusiasm on Mathematics Achievement: The Impact of Mathematical Creativity. 6th International Conference of School of Science and Technology Education, Federal University of Technology, Minna. Pp 108 – 115.
Abstract: Mathematical achievement is an end result of teaching and learning at the basic levels of schooling. A student is expected to have at least a credit pass in Mathematics to proceed to higher levels of education. To contribute meaningfully to a rapidly changing world of technological advancement mathematical knowledge is very vital. Over the years it has been a source of concern to stakeholders in the education industry that students have low interest and achievement in mathematics. Hence, research is always ongoing on ways and methods for combating and reversing this problem. Mathematical creativity and Teacher enthusiasm are two constructs that have been examined independently in relation to mathematical achievement in developed countries. Nevertheless, studies that link mathematical creativity to teacher enthusiasm have not been explored. In addition, studies on the area of mathematical creativity have not been seen particularly in the area of secondary school education in Nigeria, where mathematical achievement has seen a steady decline. This study seeks to examine the relationship that exists between mathematical creativity, teacher enthusiasm and mathematical achievement of students at the senior secondary level in Federal Unity Colleges in North-Central Nigeria using structural equation modeling. Measurement items, which comprise of a self-report questionnaire for teacher enthusiasm (TEN), tests for Mathematical Creativity (MC) and test for Mathematical Achievement (MA) were administered to 2041 students in senior secondary sections in Federal Unity Colleges in North Central Nigeria. Exploratory and confirmatory analyses were carried out using the Analysis of moment structure (AMOS) tool. The findings of the study showed that MC had a total mediating effect on TEN to MA, while the direct relationship between TEN and MA had an infinitesimal coefficient weight. This study contributes to the growing research on the need for Mathematical creativity in our classroom and its effect on students’ mathematical achievement and teacher enthusiasm.
Appears in Collections:Science Education

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