• Academic Outcomes in Language-Dependent and Computation-Dependent Courses among Mathematics Education Students in a Nigerian University: Top-Achievers Still Best of both Extremes

    Joshua Abah ABAH (see profile)
    Education, Higher, Mathematics, Linguistic change, Education--Study and teaching, Philosophy of mind
    Item Type:
    Mathematics Education, Language-Dependent, Computation-Dependent, Mathematical Mindset, Top Achievers, Higher education, Language change, Educational studies
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    In the field of mathematics education, there is an increased awareness of the need to account for the connection between mathematics and language. Despite the emphasis on this existing interconnectivity, students often erroneously distinguish themselves as better oriented to one extreme or the other. This study explores the pattern of academic performance of mathematics education students in language-dependent and computation-dependent courses. The study built on the Monitor Theory of second language acquisition to observe that school works existing as the practical result of learned language and grammar are among the reasons some students unnecessarily fear language-dependent courses. Ex- post facto research design was adopted to analyze the scores of 48 students enrolled in a programme in mathematics education at a university in North Central Nigeria. A total of 29 core courses across six (6) semesters were split into two dichotomous extremes of language-dependent and computation-dependent based on content and scope. Each student’s scores were averaged across each category, with the absolute difference between the two averages taken as measure of achievement gap between the two extremes. A paired samples t-test of students average scores in the two categories indicates a statistically significant difference (t0.05,47 = 7.3244, p = 0.0000). Further analysis shows that 41.67% of the students are language-dependent, 2.08% computation-dependent, and 56.25% not dependent on any of the extremes. Additional analysis of variance (ANOVA) among three (3) identified performance categories reveals that the achievement gap differ significantly among bottom, middle and top achievers, with the mean achievement gap lowest among top Achievers. The findings of this study stressed the reality of inherent and superficial categorization based on the two extremes among mathematics education students.
    Evidence from this study has supported the assertion that hard working and determined students do considerably well in both computational areas and language areas.
    Published as:
    Journal article    
    Last Updated:
    5 years ago


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