{"title":"同伴辅导——辅助教学、家长支持和学生控制点——作为高中数学学业成绩的决定因素","authors":"I. Onabanjo, P. Okpala","doi":"10.4314/AJESMS.V2I1.38583","DOIUrl":null,"url":null,"abstract":"The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"54 1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics\",\"authors\":\"I. Onabanjo, P. Okpala\",\"doi\":\"10.4314/AJESMS.V2I1.38583\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17\",\"PeriodicalId\":210929,\"journal\":{\"name\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"volume\":\"54 1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-11-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/AJESMS.V2I1.38583\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Educational Studies in Mathematics and Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/AJESMS.V2I1.38583","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics
The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17
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