Papers by Dharriyat Salami
JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION, 2021
This study investigated the effects of entry mode on mathematics education student's academic per... more This study investigated the effects of entry mode on mathematics education student's academic performance and retention of mathematics education students in Kogi State University, Anyigba. This study employed the use of ex-post facto research design. 152 subjects were sampled out of 578 population. The research questions were answered using descriptive statistics while the research hypotheses were tested at 0.05 level of significance with the use of Independent t-test statistics as well as analysis of variance and 2-way ANOVA. The result of the finding showed that students who enter the university through direct entry perform higher than their counterparts who enter the university through jamb. Based on the findings of this study, it is recommended that jamb should develop a system of continuous assessment through issuing books on their academic intelligence.
ATBU Journal of Science, Technology and Education, Nov 6, 2021
This study investigated the effects of entry mode on mathematics education student's academic per... more This study investigated the effects of entry mode on mathematics education student's academic performance and retention of mathematics education students in Kogi State University, Anyigba. This study employed the use of ex-post facto research design. 152 subjects were sampled out of 578 population. The research questions were answered using descriptive statistics while the research hypotheses were tested at 0.05 level of significance with the use of Independent t-test statistics as well as analysis of variance and 2-way ANOVA. The result of the finding showed that students who enter the university through direct entry perform higher than their counterparts who enter the university through jamb. Based on the findings of this study, it is recommended that jamb should develop a system of continuous assessment through issuing books on their academic intelligence.
Journal of Instrumentation, 2012
The performance of muon reconstruction, identification, and triggering in CMS has been studied us... more The performance of muon reconstruction, identification, and triggering in CMS has been studied using 40 pb −1 of data collected in pp collisions at √ s = 7 TeV at the LHC in 2010. A few benchmark sets of selection criteria covering a wide range of physics analysis needs have been examined. For all considered selections, the efficiency to reconstruct and identify a muon with a transverse momentum p T larger than a few GeV/c is above 95% over the whole region of pseudorapidity covered by the CMS muon system, |η| < 2.4, while the probability to misidentify a hadron as a muon is well below 1%. The efficiency to trigger on single muons with p T above a few GeV/c is higher than 90% over the full η range, and typically substantially better. The overall momentum scale is measured to a precision of 0.2% with muons from Z decays. The transverse momentum resolution varies from 1% to 6% depending on pseudorapidity for muons with p T below 100 GeV/c and, using cosmic rays, it is shown to be better than 10% in the central region up to p T = 1 TeV/c. Observed distributions of all quantities are well reproduced by the Monte Carlo simulation.
KOGI JOURNAL OF EDUCATION AND PEDAGOGY (KJOEAP), 2020
The study investigated the effects of laboratory teaching strategies on the performance and reten... more The study investigated the effects of laboratory teaching strategies on the performance and retention of senior secondary school students (SSS2) in trigonometry using quasi experimental research design. A sample of one hundred and seventeen (117) subjects was sampled out of the total population of 4,753 for the study. Two groups were used, one experimental and one control group. The experimental group received laboratory instructional strategy method while the control group received conventional instructional strategy method. All the groups received treatment for a period of six (6) weeks. At the commencement and completion of the instruction a pre-test, and post-test were administered respectively to collect the data on students' performance and retention. T test was used to test the research hypotheses. The result of the pretest indicated that there is no significant difference between the performance scores of the students in the control group and the experimental group at 0.05 level of significance while the result of the posttest indicated that there exists a significant difference between the performance scores of students in the experimental and control group. Thus, laboratory teaching strategy enhances students' performance and retention in trigonometry. The conclusion drawn from the findings of this study was that laboratory teaching strategy is more effective which could be used in the teaching and learning of trigonometry and other aspects of mathematics in senior secondary schools. It recommended that further research should be conducted in various content areas of mathematics and at different levels of learning.
The study investigated the effects of laboratory teaching strategies on the performance and reten... more The study investigated the effects of laboratory teaching strategies on the performance and retention of senior secondary school students (SSS2) in trigonometry using quasi experimental research design. A sample of one hundred and seventeen (117) subjects was sampled out of the total population of 4,753 for the study. Two groups were used, one experimental and one control group. The experimental group received laboratory instructional strategy method while the control group received conventional instructional strategy method. All the groups received treatment for a period of six (6) weeks. At the commencement and completion of the instruction a pre-test, and post-test were administered respectively to collect the data on students' performance and retention. T test was used to test the research hypotheses. The result of the pretest indicated that there is no significant difference between the performance scores of the students in the control group and the experimental group at 0.05 level of significance while the result of the posttest indicated that there exists a significant difference between the performance scores of students in the experimental and control group. Thus, laboratory teaching strategy enhances students' performance and retention in trigonometry. The conclusion drawn from the findings of this study was that laboratory teaching strategy is more effective which could be used in the teaching and learning of trigonometry and other aspects of mathematics in senior secondary schools. It recommended that further research should be conducted in various content areas of mathematics and at different levels of learning.
KOGI JOURNAL OF EDUCATION AND PEDAGOGY (KJOEAP), 2020
The study investigated the effects of laboratory teaching strategies on the performance and reten... more The study investigated the effects of laboratory teaching strategies on the performance and retention of senior secondary school students (SSS2) in trigonometry using quasi experimental research design. A sample of one hundred and seventeen (117) subjects was sampled out of the total population of 4,753 for the study. Two groups were used, one experimental and one control group. The experimental group received laboratory instructional strategy method while the control group received conventional instructional strategy method. All the groups received treatment for a period of six (6) weeks. At the commencement and completion of the instruction a pre-test, and post-test were administered respectively to collect the data on students&#39; performance and retention. T test was used to test the research hypotheses. The result of the pretest indicated that there is no significant difference between the performance scores of the students in the control group and the experimental group at 0.05 level of significance while the result of the posttest indicated that there exists a significant difference between the performance scores of students in the experimental and control group. Thus, laboratory teaching strategy enhances students&#39; performance and retention in trigonometry. The conclusion drawn from the findings of this study was that laboratory teaching strategy is more effective which could be used in the teaching and learning of trigonometry and other aspects of mathematics in senior secondary schools. It recommended that further research should be conducted in various content areas of mathematics and at different levels of learning.
This study investigates the Attitude of Science Education Students towards the Use of Mobile Lear... more This study investigates the Attitude of Science Education Students towards the Use of Mobile Learning. Students Attitude Mobile-Learning Questionnaire was the instrument used in data collection with a five-point Likert scale questionnaire. The reliability of the instrument was established r = 0.89 using Cronbach alpha at 0.05 level of significance. The questionnaire was administered to 511 students from the 4 units in the Science Education Department. The sample was selected using a simple random sampling method. Data were collected and analyzed using descriptive statistics of mean and standard deviations to answer the research questions while inferential statistics of two-way analysis of variance (ANOVA) statistics was used to test the two hypotheses stated at 0.05. The results showed no significant differences. The F-test calculated values were less than the F-critical values. Findings from the study indicated mobile-learning significantly improves students’ interest in learning. ...
ATBU JOURNAL OF SCIENCE, TECHNOLOGY AND EDUCATION, 2021
This study investigated the attitude of science education students towards the use of mobile lear... more This study investigated the attitude of science education students towards the use of mobile learning. Students Attitude Towards the Use of Mobile-Learning Questionnaire was the instrument used which was a five-point likert scale questionnaire. The reliability of the instrument was found to be r = 0.89 using Cronbach alpha at 0.05 level of significance. The questionnaire was admitted to 511 students from all the 4 units in science education department. The sample was selected using simple random sampling method. The data were collected and analyzed using descriptive statistics of mean and standard deviations to answer the research questions while inferential statistics of two-way analysis of variance (ANOVA) statistics was used to test the two hypotheses stated at 0.05. The results showed no significant differences. The F-test calculated values were less than the F-critical values. Findings from the study indicated mobile-learning significantly improves students’ interest in learning. Also, there was no significance difference in gender attitude towards the use of mobile-learning. As a result of these positive results, students could study any course that involves the use of mobile learning. It is therefore recommended that mobile-learning should be encouraged in the teaching and learning process.
Kogi Journal of Education and Pedagogy
The study investigated the effects of laboratory teaching strategies on the performance and reten... more The study investigated the effects of laboratory teaching strategies on the performance and retention of senior secondary school students (SSS2) in trigonometry using quasi experimental research design. A sample of one hundred and seventeen (117) subjects was sampled out of the total population of 4,753 for the study. Two groups were used, one experimental and one control group. The experimental group received laboratory instructional strategy method while the control group received conventional instructional strategy method. All the groups received treatment for a period of six (6) weeks. At the commencement and completion of the instruction a pre-test, and post-test were administered respectively to collect the data on students' performance and retention. T test was used to test the research hypotheses. The result of the pretest indicated that there is no significant difference between the performance scores of the students in the control group and the experimental group at 0.05 level of significance while the result of the posttest indicated that there exists a significant difference between the performance scores of students in the experimental and control group. Thus, laboratory teaching strategy enhances students' performance and retention in trigonometry. The conclusion drawn from the findings of this study was that laboratory teaching strategy is more effective which could be used in the teaching and learning of trigonometry and other aspects of mathematics in senior secondary schools. It recommended that further research should be conducted in various content areas of mathematics and at different levels of learning.
The study investigated the effects of laboratory teaching strategies on the performance and reten... more The study investigated the effects of laboratory teaching strategies on the performance and retention of senior secondary school students (SSS2) in trigonometry using quasi experimental research design. A sample of one hundred and seventeen (117) subjects was sampled out of the total population of 4,753 for the study. Two groups were used, one experimental and one control group. The experimental group received laboratory instructional strategy method while the control group received conventional instructional strategy method. All the groups received treatment for a period of six (6) weeks. At the commencement and completion of the instruction a pre-test, and post-test were administered respectively to collect the data on students' performance and retention. T test was used to test the research hypotheses. The result of the pretest indicated that there is no significant difference between the performance scores of the students in the control group and the experimental group at 0.05 level of significance while the result of the posttest indicated that there exists a significant difference between the performance scores of students in the experimental and control group. Thus, laboratory teaching strategy enhances students' performance and retention in trigonometry. The conclusion drawn from the findings of this study was that laboratory teaching strategy is more effective which could be used in the teaching and learning of trigonometry and other aspects of mathematics in senior secondary schools. It recommended that further research should be conducted in various content areas of mathematics and at different levels of learning.
Issues in educational foundation, 2019
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Papers by Dharriyat Salami