Effect of Feedback and Remediation on Students' Achievement in Junior Secondary School Mathematics

Autor/inn/en	James, Ajogbeje Oke; Folorunso, Alonge Micheal
Titel	Effect of Feedback and Remediation on Students' Achievement in Junior Secondary School Mathematics
Quelle	In: International Education Studies, 5 (2012) 5, S.153-162 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Mathematics Achievement; Secondary School Mathematics; Junior High School Students; Feedback (Response); Remedial Mathematics; Teaching Methods; Gender Differences; Socioeconomic Status; Quasiexperimental Design; Formative Evaluation; Statistical Analysis; Mathematics Tests; Achievement Tests; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The study investigated the effects of feedback and remediation as instructional strategies on junior secondary school students' achievement in mathematics. The effects of gender and socio economic status on these learning outcomes were also examined. The sample for the study consisted of 240 junior secondary two (JSS II) students in intact classes of three co-educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi-experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students' socio economic status (high, medium and low) and gender (male and female). Five research instruments including three Formative Tests I, II, and III in Mathematics, Socio Economic Status Questionnaire (SESQ) and Mathematics Achievement Test (MAT) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe's Post-Hoc Analysis. Results from the study revealed a significant effect of treatment on students' achievement in mathematics. However, there were no significant effects of gender and socio economic status (SES) on achievement in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01