Adeneye Olarewaju Awofala
2 Publications in AERD
Author Publications
Export PDFLearning Engagement as a Predictor of Performance in Mathematics among Nigerian Senior Secondary School Students
By Adeneye Olarewaju Awofala
Learning engagement is a multifactorial paradigm that predicts content achievement. Yet, learning engagement is rarely assessed in conjunction with mathematics. Therefore, this study explored a survey of learning engagement as a predictor of students’ performance in mathematics. A stratified random sampling technique was used to choose a sample of 1200 senior secondary school students from 40 senior secondary schools across the six education districts of Lagos state in Nigeria. A valid and reliable Mathematics Engagement Questionnaire (MEQ, Cronbach alpha=0.81) was used in collecting primary data related to learning engagement while secondary data related to end-of-year examination grades were collected from school records and were used to measure performance in mathematics. The results showed that there were significant associations among behavioural, affective and cognitive engagement, and performance in mathematics. In addition, affective engagement was the greatest contributor to variance in performance in mathematics (β=0.935, p<0.001), and this was trailed by behavioural engagement (β=0.722, p<0.001), and the least contributor to performance in mathematics was cognitive engagement (β=-0.521, p<0.01). It is the suggestion of this study that stakeholders in mathematics education should articulate policies and curricula that allow the development of cognitive, behavioural and affective engagement in order to increase and sustain students’ performance in mathematics. © (2024). All Rights Reserved.
A simulation study of preservice STM teachers' technostress as related to supposed utility, attitudes towards portable technology and continuance intents to use portable technology
By Adeneye Olarewaju Awofala
The speedy advancement of evolving technologies has made the integration of portable technology into preservice science, technology, and mathematics (STM) teachers' teaching practices a must to enhance learning goals and improve their professional development. However, preservice STM teachers are unenthusiastic in incorporating portable technology into instruction when they go out on practicum as a result of stress associated with technology called technostress. While numerous investigations have been carried out on the motives and imports of stress associated with technology in diverse milieus, no study has been carried out on technostress, supposed utility and dispositions towards portable technology as predictors of continuance intentions to use portable technology in Nigeria. In this study, three research questions were answered through the implementation of a correlational research design. 480 preservice STM teachers from 4 universities in southwest Nigeria formed the sample. A reliable and valid survey of 13 items was deployed for the collection of the study data. The data were coded and its analysis done via SPSS version 20 involving standard deviation, mean, Pearson product moment correlation and multiple regression analysis at 5% level of significance. The study established that the preservice STM teachers recorded low technostress, high attitudes towards portable technology, high supposed utility and high continuance intents to utilize portable technology. Also, the study affirmed the numerically momentous associations amid technostress, attitudes towards portable technology, supposed utility and continuance intents to deploying portable technology among preservice STM teachers. The construct of technostress, attitudes towards portable technology and supposed utility made numerically weighty contributions of 85.7% to the forecast of continuance intents to use portable technology. In line with the study findings, it was supported that the STM teacher educators should integrate portable technology into the teacher training programmes of preservice STM teachers to stimulate the use of portable technology in their studies. Preservice STM teachers and teacher educators could benefit from the results of this study.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.