Gender, Need-Achievement and Assertiveness as Factors of Conceptions about Math among Secondary School Students in Ogun State, Nigeria
Why this work is in the frame
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Bibliographic record
Abstract
This study investigated the influence of Gender, need-achievement and assertiveness on conceptions about math among senior secondary school students in Ijebu-Ode Local government area of Ogun state. Using an ex-post facto survey research design and multiple sampling methods, a total of 350 participants participated in the study. 127 (36.3%) were male, 223 (63.7%) were female. 150 (42.9%) were from female only schools, 150 (42.9%) were from co-educational schools and 50 (14.3%) from male only schools. Validated scale was used for data collection. The two hypotheses stated were rejected based on statistical insignificance. There was no significant relationship among gender, need achievement, assertiveness and conceptions. It thus follows that there are other variables, (apart from the ones that were considered in this study) that significantly influence conceptions about mathematics among secondary school students. Attention should therefore be focused on further studies in this area, in order to be able to pigeon-hole the factors that may account for the different conceptions about math, so that right measures will be applied to help students change the wrong conceptions and be better in mathematics as a school subject.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it