This study investigated teachers’ instructional design skills, students’ perceptions towards teachers' instructional design skills, and achievement in mathematics among senior secondary school 3 students in command secondary schools in Lagos State. The study employed a purposive sampling technique to select three districts and three local government areas that house Command secondary schools. A simple random sampling technique was used to select 10 Microsoft Certified Mathematics Educators and an intact class of 100 SS 3 students from each school. A total of 30 mathematics teachers and 300 students were sampled. Teachers' Instructional Design Skills Observation Rating Scale (r = 0.79), Students' Perception towards Teachers Instructional Design Skills Questionnaire (r =0.82), and the Mathematics Achievement Test (r =0.78) were used for data collection. The data were analysed using multiple regression at the p<0.05 significance level. The results revealed a positive association among teachers’ instructional design skills, students’ perceptions, and students’ achievement in mathematics (R = 0.25). Also, 5.6% of the composite contribution of the variance was observed in student achievement in mathematics, which was statistically significant (F (299) = 9.94). In addition, there is a relatively significant contribution of teachers’ instructional design skills (β = 0.23; t = 4.0) and students’ perceptions (β = 0.12; t = 2.27) to students’ achievement in mathematics. It was concluded that Microsoft-certified training acquired by teachers enhances students’ mathematics achievement. School authorities in Command secondary schools should periodically send teachers for training for innovative teaching strategies to aid students’ assimilation and achievement.

Authors:
Olutayo Omole, University of Ibadan, Nigeria
Babatunde Oladele, University of Johannesburg, Nigeria

About the Presenter(s)
Dr Olutayo Omole is a Research fellow in the Institute of Education, University of Ibadan, Nigeria. I specialise in Educational Evaluation with bias in Mathematics Education, Statistics and Gender studies. I have published widely on my area of specia

See this presentation on the full schedule – On Demand Schedule

Bookmark