Teachers’ Classroom Practices and Senior Secondary School Students’ Performance in Mathematics in Ekiti State, Nigeria: Effect of Teachers’ Instructional Strategies

                @article{CRSIJ26000508,
                  author = {Popoola, A. A, Olofinlae, O. O},
                  title = {Teachers’ Classroom Practices and Senior Secondary School Students’ Performance in Mathematics in Ekiti State, Nigeria: Effect of Teachers’ Instructional Strategies},
                  journal = {Cosmo Research and Science International Journal},
                  year = {2026},
                  volume = {2},
                  number = {2},
                  pages = {1120-1132},
                  issn = {3108-1584},
                  url = {https://cosmorsij.com/published/CRSIJ26000508.pdf},
                  abstract = {The study examined the effect of teachers’ classroom practice on senior secondary school students' Mathematics performance in Ekiti State, Nigeria. Specifically, it involved two innovative instructional strategies—Reflective Journal Writing (RJW) and Think-Pair-Share (TPS). Persistent underachievement in Mathematics, especially in WAEC examinations, is linked to conventional teacher-centred methods that fail to engage learners. Using a pre-test, post-test, three-group quasi-experimental design, 113 SS1 students in three intact classes in Ekiti South Senatorial District were assigned to RJW, TPS and Conventional method groups. Data were collected using a validated Performance Test in Mathematics (PTM; reliability = 0.76). After six weeks of instruction, post-test scores were analysed using ANCOVA and Multiple Classification Analysis at 0.05 significance level. Results revealed significant differences in post-test performance among groups (F = 67.087, p < 0.05). TPS students achieved the highest adjusted mean score (24.75), followed by RJW (21.33), while the Conventional group scored lowest (14.81). The treatment accounted for 56% of performance variance. Both RJW and TPS significantly outperformed the Conventional method, with TPS explaining 58% and RJW 44% of observed variance.
Findings indicate that collaborative and metacognitive strategies enhance mathematical understanding, problem-solving and retention more effectively than traditional lectures. RJW and TPS are effective, low-cost interventions suitable for resource-constrained environments. The study recommends that Mathematics teachers adopt student-centred strategies like RJW and TPS to improve engagement and achievement. Longitudinal implementation and teacher training are suggested to sustain gains and institutionalize reform in secondary Mathematics education in Ekiti State.},
                  keywords = {Teacher Classroom Practice, Instructional Strategy, Students, Performance, Mathematics, Reflective Journal Writing, Think-Pair-Share},
                  month = {September}
        }