DEVELOPMENT AND VALIDATION OF AN INSTRUMENT FOR ASSESSING JUNIOR SECONDARY SCHOOLS MATHEMATICS CLASSROOM ENVIRONMENTS
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DEVELOPMENT
AND VALIDATION OF AN INSTRUMENT FOR ASSESSING JUNIOR SECONDARY SCHOOLS
MATHEMATICS CLASSROOM ENVIRONMENTS
Abstract
Despite the
important roles mathematics play in Educational advancement, students still
lack interest and achieve poorly in the subject. Much emphasis has not been
laid on the classroom environment as one of the factors that affect the
teaching and learning of mathematics in the school system. Based on this, the
researcher delves into the development and validation of an instrument for
assessing junior secondary school mathematics classroom environment in Enugu
State of Nigeria. The researcher identified some major construct attributes
from where 108 items (students actual and students preferred) and 63 items
teachers actual forms that constitute the elements of effective mathematics
classroom environment came. The constructs were grouped into nine (9) scales.
The scales are: Involvement, Affiliation, Teacher Support, Task-Orientation,
Cooperation, Competition, Order and Organization, Teacher Control and
innovation. The instrument has three sections: students’ actual, students
preferred and teachers’ actual forms. These items will enable students to
provide information about the learning environment that is present in their
classroom (the actual environment) as well as information about the learning
environment that they would like to be present (preferred environment). To
guide the study, eight research questions were posed and answered while six
hypotheses were formulated and tested at 0.05 level of significance. A 100-item
instrument for students actual and students preferred form and 60-item
instrument for teachers actual forms were constructed from the scales and
presented to four specialists in instrument development, for purposes of face
validation. After the validation, the 100-items and 60-items were put into
four-point response format of Always, Often, Sometimes and Rarely. This was
subjected to field trial using students and teachers from two junior secondary
schools in Awgu education zone. The data collected from the field trial were
subjected to factor analysis to determine the items that were valid and qualify
to be included in the instrument for use in the actual study. The result of the
factor analysis showed that 29 items of students actual, 24 items of students
preferred form and 31 items of teachers actual forms were found to be well
loaded and therefore acceptable as suitable for the study.
The 53 items
(students actual and students preferred forms) and 31 items (teachers actual
forms) were administered to the 43,540 JSS1, JSS11 and JSS111 students and
their teachers in the 75 junior secondary schools in Enugu state. One quarter
of the entire population of schools were randomized into nineteen (19) schools
from three education zones; Agbani, Enugu and Nsukka, considering the urban and
rural schools by stractified random sampling techniques. An instrumentation
research design was employed using a sample of 1710 students and 63 teachers
from 57 classes in nineteen (19) secondary schools of the three education zones
in Enugu State to obtain data on students and teachers perceptions of their
mathematics classroom environment. Data from the research subjects were
analyzed using factor analysis, Cronbach’s alpha, mean and standard deviation,
analysis of variance (ANOVA), post hoc test and t-test statistic. A test of
reliability using the 53 items and 31 items showed that the instruments were
reliable at 0.75, 0.82 and 0.78. Mean perception responses on the influence of
gender and location showed that the items are stable across the variables. This
result made the researcher to recommend that the instrument MCEAS be used in
junior secondary schools in Enugu State to ascertain effective mathematics
classroom learning environment. It was also recommended that the instrument
should be used by principals, inspectors and ministries of Education in
monitoring mathematics classroom learning environment in schools. The students
preferred more favorable mathematics classroom environment than was perceived
as being actually present. Recommendations and conclusions were made based on
the findings.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Mathematics
plays a great role in the development of science and technology in Nigeria and
beyond. It has been conceptualized as a culture which affords man the
opportunity to know, access things and objects within his immediate and remote
environment (Harbor-Peters, 2000). It forms the basic ingredients to the
understanding of science and technology (Ibraheem &
Ogunnusi, 2001).
Different schools of
thought have different
definitions of
Mathematics
such as Peirce (1881) defined Mathematics as “the science that draws necessary
conclusions”. Russell (1903) defined Mathematics “as symbolic logic”. Curry
(1951) defined mathematics simply as “the science of formal system”. Maliki,
Mgban and Julie (2009), see Mathematics as a subject that affects all aspects
of human life at different degrees. The social, economic, political,
geographical, scientific and technological aspects of man are centered on
numbers. The importance of Mathematics does not only lie in its contributions
to scientific and technological development but also in its utility in
day-to-day interactions at the market places, transportations, business of all
sorts by both literate and illiterate members of the society.
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