Assessment of Mathematıcal Workıng Memory Among Varıed Abılıty Level Prımary School Pupıls Wıthın a Flıpped-Classroom Model for Scıence Educatıonal Development

Authors

  • Joseph M. Timayi
    a:1:{s:5:"en_US";s:41:"College of Education Billiri, Gombe State";}
  • H. J. Chomo
  • S. G. Gwandum

Keywords:

Assessment, Flipped-classroom model, Mathematical working memory, Science education, Varied ability

Abstract

The study is an assessment of mathematıcal workıng memory among varıed abılıty level prımary school pupıls wıthın a flıpped-classroom model for scıence educatıonal development via the blueprint of Solomon four research design. The sample for the study comprised 103 pupils (48 males and 55 females). Two (2) validated instruments: Cogmed Working Memory Checklist (CWMC) and the Pupils Mathematics Performance Test (PMPT) with respective reliabilities of 0.87 and 0.78 were used to collect data for the study. Three null hypotheses were tested using the t-test, analysis of variance (ANOVA) and the Scheffe’s test at p≤ 0.05 level of significance. The results revealed a statisitcally significant difference between the Mathematical Working Memory (MWM) of pupils in the flipped class (F-CM) and the Traditional Method (TM). In addition, it was observed that the MWM of pupils with low and high ability levels differ significantly between the F-CM and TM groups. Moreover, a significant difference was observed between the Mathematics Performance (MP) of pupils in the F-CM and the TM class. Generally, within the F-CM groups the MWM were observed to have improved significantly better than that of the TM groups. The study recommends regular assessment of MWM by teachers among pupils for future scıence education (Physics, Mathematics, Chemistry and Biology) development. Also, school administrators should ensure a periodic assessment of pupils MWM by teachers in order to enhance science education for sustainable development.

Dimensions

Ado, I. B., & Ekwueme, C. O. (2017). Influence of Pupils' Reasoning Ability and Gender on their Multiplicative Thinking. Journal of education & entrepreneurship, 4(10), 24 – 38. https://doi.org/10.26762/jee.2017.40000002

Alamolhodaei, H. (2009). A working memory model applied to mathematical word problem solving. Asia Pacific Education Review. 10. 183-192. 10.1007/s12564-009-9023-2.

Anas, S., & Sasangohar, F. (2017). Investigating the role of working memory components in mathematical cognition in children: a scoping review. Proceedings of the Human Factors and Ergonomics Society 2017 Annual Meeting, 417 - 421

Anyichie, A. C., & Onyedike, C. C. (2012). Effects of self-instructional learning strategy on secondary school students’ academic achievement in solving mathematical word problems in Nigeria. International Multidisciplinary Journal Etheopia, 6(4), 302-323.

Baddeley, A. D. (1992). Working memory. Science, 255, 556-559.

Baddeley, A. D. (2003). Working memory: looking back and looking forward. Nat. Rev. Neurosci, 4, 829 – 839. Doi: 10.1038/nrn1201

Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19 (3), 134–142.

Bresgi, L., Alexander, D. L. M., & Seabi, J. (2017). The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of grade 2 South African learners. International Journal of Educational Research, 81, 1-10

Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19 (3), 202 - 221

Charles-Ogan, G., & Williams, C. (2015). Flipped classroom versus a conventional classroom in the learning of mathematics. British Journal of Education, 3(6), 71-77. ISSN 2054-636X (online)

Clarke, D.M., Clarke, D.J. & Sullivan, P. (2012). Important ideas in mathematics: What are they and where do you get them? Australian Primary Mathematics Classroom, 17(3), 13 - 18.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches(5thed.). Los Angeles: Sage.

Eze, T. I., Ezenwafor, J. I. & Molokwu, L. I. (2015). Effect of meta-learning teaching method on the academic performance of building trades students in technical colleges in South-east Nigeria. International Journal of Technical Vocational Education, 7(10), 101 – 108.

Ganti. A. (2023). Central limit theorem (CLT): Definition and key characteristics. https://www.investopedia.com/terms/c/central_limit_theorem.asp

Gathercole, S. E., & Alloway, T. P (2007). Understanding working memory: A Classroom Guide. Harcourt Assessment, London United Kingdom.

Hurst, C., & Hurrell, D. (2014). Developing the big ideas of numbers. International Journal of Education Studies in Mathematics, 1 (2), 1 – 18

Hurst, C., & Hurrell, D. (2016). Investigating children's multiplicative thinking: implications for teaching. European Journal of STEM Education, 1 (3), 1 – 11.

Iji, C. O., Ogbole, P.O., Uka, N. K. (2014). Effect of improvised instructional materials on students’ achievement in geometry at the upper basic educational level in Makurdi metropolis, Benue State, Nigeria. American Journal of Educational Research, 2(7), 538-542.

Lopes, A. P., & Soares, F. (2018). Flipping a mathematics course, a blended learning approach. Proceedings of INTED2018 Conference 5th-7th March 2018, Valencia, Spain. 3844-3853. 10.21125/inted.2018.0749.

Makinde, S. O., & Yusuf, M. O. (2019). The flipped classroom: its effects on students' performance and retention in secondary school mathematics classroom. International Journal for innovative Technology Integration in Education, 117 – 126.

Makinde, S. O. (2020). Impact of Flipped Classroom on Mathematics Learning Outcome of Senior Secondary School Students in Lagos, Nigeria. African Journal of Teacher Education, 9(2), 23-42.

Nazir, A., Rana, R. A., & Khan, K. A. (2018). Effect of working memory on students’ attitude towards mathematics at secondary level. Pakistan Journal of Education, 35(3), 97-118

Osei-Boadi, B. (2016). The Role of Working Memory Capacity in Math Performance. Undergraduate Honors Theses. Paper 34. Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1034&context=psychK_uht

Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: a review of developmental, individual difference, and cognitive approaches. Learning Individual Differences, 20(2):110-122.

Reyes-Lozano, C. A., Meda-Campaña, M. E., & Morales-Gamboa, R. (2014). Flipped classroom as educational technique to teach math on a competencies-based approach: case study. Latin American Conferences on Learning Objects and technologies. 20 – 24th October. Manizales Columbia.

Roscoe, J. T. (1975). Fundamental Research Statistics for the Behavioral Sciences. (2nd Ed.). New York: Holt, Rinehart and Winston.

Sambo, A. A. (2008). Research methods in education. Lagos: Stirling-Horden Publishers (Nig.) Ltd pg 341 – 354.

Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L., Zou, Y., & Liang, D. (2017) Comparison between flipped classroom and lecture based classroom in ophthalmology clerkship. Medical Education Online, 22, 1, 1395679, DOI: 10.1080/10872981.2017.1395679

Unamba, E. C., Izuagba, N. J., & Ogbonnaya, C. N. (2016). Engagement and promote active learning among Primary school pupils in algebra. Journal of Teacher Perspective, 11(1), 189 – 210

van Bueren N. E. R., van der Ven, S. H. G., Roelofs, K., Cohen Kadosh, R., & Kroesbergen, E. H. Predicting math ability using working memory, number sense, and neurophysiology in children and adults. Brain Science, 12(5):550. doi: 10.3390/brainsci12050550. PMID: 35624937; PMCID: PMC9139259.

Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018). Working memory updating training improves mathematics performance in middle school students with learning difficulties. Front. Hum. Neurosci, 12, 154. Doi: 10.3389/fnhum.2018.00154

Published

2023-11-21

How to Cite

Timayi, J. M., Chomo, H. J., & Gwandum, S. G. (2023). Assessment of Mathematıcal Workıng Memory Among Varıed Abılıty Level Prımary School Pupıls Wıthın a Flıpped-Classroom Model for Scıence Educatıonal Development. Nigerian Journal of Physics, 32(3), 57-64. https://njp.nipngr.org/index.php/njp/article/view/146

Issue

Vol. 32 No. 3 (2023): Nigerian Journal of Physics - Vol. 32 No. 3

Section

Articles
Copyright & Licensing

How to Cite

Timayi, J. M., Chomo, H. J., & Gwandum, S. G. (2023). Assessment of Mathematıcal Workıng Memory Among Varıed Abılıty Level Prımary School Pupıls Wıthın a Flıpped-Classroom Model for Scıence Educatıonal Development. Nigerian Journal of Physics, 32(3), 57-64. https://njp.nipngr.org/index.php/njp/article/view/146