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Effects of Data-Driven Instructional Strategy on Pre-Service Teachers' Mathematics Lesson Preparation in College of Education Ikere-Ekiti

Effects of Data-Driven Instructional Strategy on Pre-Service Teachers' Mathematics Lesson Preparation in College of Education Ikere-Ekiti
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Author(s): Oluwabunmi V. Kehinde-Dada (University of Ibadan, Nigeria), Olusola Obisanya (Heigher Heights School, Nigeria) and Gbenga Adewale (University of Ibadan, Nigeria)
Copyright: 2019
Pages: 17
Source title: Globalized Curriculum Methods for Modern Mathematics Education
Source Author(s)/Editor(s): Adedeji Tella (University of Ibadan, Nigeria)
DOI: 10.4018/978-1-5225-6158-3.ch006

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Abstract

This study determined the effects of data-driven instructional strategy (DDIS) on pre-service teachers' lesson preparation in mathematics. The moderating effect of gender was also examined. A pretest-posttest control group quasi-experimental design was adopted. Twenty-seven College of Education pre-service teachers participated in the study. The study was guided by three research questions. Data collected were analyzed using analysis of variance (ANOVA). Instruments used were rating scale tagged practical teaching assessment scale (PTAS) (Scotts' pie = 0.87) and data-driven instructional package (DDIP). There was a significant main effect of treatment on pre-service teachers' lesson preparation (F(1,23)= 26.83, partial η2 = 0.54). Lesson preparations of pre-service teachers exposed to DDIS (x ̅ = 7.12) were better than those of control (x ̅ = 4.87). There was a significant interaction effect of treatment and teachers' gender on pre-service teachers' lesson preparation (F(1,23)= 4.37). Data-driven instructional strategy enhanced pre-service teachers' lesson preparation in mathematics.

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