Knowledge of english language as a predictor of students cognitive achievement in senior secondary school mathematics

Adegoke, B. A.; Ibode, O. F.

Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/4993

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DC Field	Value	Language
dc.contributor.author	Adegoke, B. A.	-
dc.contributor.author	Ibode, O. F.	-
dc.date.accessioned	2020-01-14T08:08:52Z	-
dc.date.available	2020-01-14T08:08:52Z	-
dc.date.issued	2011-06	-
dc.identifier.issn	1946-6331	-
dc.identifier.other	ui_art_adegoke_knowledge_2011	-
dc.identifier.other	European Journal of Educational Studies 3(2), pp. 229-233	-
dc.identifier.uri	http://ir.library.ui.edu.ng/handle/123456789/4993	-
dc.description.abstract	In this paper, the authors, using ex-post-facto procedure, attempted to show the effect of knowledge of English language on students' cognitive achievement in senior secondary school mathematics. In all 504 SS II students, comprising 252 males and 252 females were sampled, using cluster sampling technique. Using simple regression analysis, the findings showed that knowledge of English language appears to be a predictor of students cognitive achievement in mathematics even irrespective of gender. The implications of the study as well as suggestions for improving the teaching and learning of mathematics at the senior secondary school level were highlighted.	en_US
dc.language.iso	en	en_US
dc.publisher	Ozean Publication	en_US
dc.subject	Knowledge	en_US
dc.subject	English Language	en_US
dc.subject	Students' Cognitive Achievement	en_US
dc.subject	School Mathematics	en_US
dc.subject	Ibadan	en_US
dc.subject	Nigeria	en_US
dc.title	Knowledge of english language as a predictor of students cognitive achievement in senior secondary school mathematics	en_US
dc.type	Article	en_US
Appears in Collections:	Scholarly works

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