Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng:8080/jspui/handle/123456789/520
Title: Effect of indirect and direct teacher influence on dependent-prone students learning outcomes in geometry
Authors: Emeke, E. A.
Adegoke, A. B.
Keywords: Geometry
Teacher influence
Personality factors
Students learning outcomes
Secondary schools
Issue Date: Jul-2006
Abstract: Personality factors and teachers' teaching styles are among the many factors that affect students' learning. In the study, the writers examine the effect of direct and indirect teacher influence on dependent-prone students' learning outcomes in geometry at the senior secondary school level. The top 25% (216) based on the scores of 864 on a dependence-prone test were used in the study. The 216 identified dependence-prone students were divided into two groups and each group was exposed to the two contrasting teacher-talk strategies (direct versus indirect). Using both descriptive and multivariate statistical analysis, results showed that treatment contributed significantly to the variations in the dependent-prone students' mean cognitive achievement in geometry. A major implication of this study is that closer supervision through the use of direct influence, an all common antidote to lower achievement in Mathematics and the sciences, may be harmful to dependent-prone students.
URI: ui_art_emeke_effect_2006_07
http://hdl.handle.net/123456789/520
ISSN: 1119-5266
Appears in Collections:Academic Publications in Institute of Education

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