F.O IDEHEN

This study investigated the influence of gamification on student’s engagement in learning Mathematics through the Research Questions such as How does the use of gamification strategies influence students’ levels of engagement in learning mathematics compared to traditional teaching methods? What specific game elements are most effective in enhancing students’ motivation and participation in mathematics? What are the factors influencing effectiveness of gamification in mathematics? To what extent does gamification impact the cognitive, emotional, and behavioral dimensions of student engagement in mathematics? What are the challenges affecting the implementation of gamification in mathematics education? The research design employed was the descriptive survey research design. The Simple random technique was used to select students using gamification in learning mathematics. The instrument that was used for the data collection was a structured questionnaire. The instrument was administered by the researcher. The data was analyzed using descriptive statistics showing mean and standard deviation On the basis of the findings made in the study, we conclude that most of the responses on how does the use of gamification strategies have influence on students’ levels of engagement in learning mathematics compared to traditional teaching methods, Most of the responses on specific game elements have effects in enhancing students’ motivation and participation in mathematics, most of the responses on the factors influencing effectiveness of gamification in Mathematics have impact on students engagement in learning Mathematics, Most of the responses on extent of gamification impact the cognitive, emotional, and behavioral dimensions of student engagement in Mathematics and there are challenges affecting the implementation of gamification in Mathematics education. The implications of this study highlight the need for continuous professional development programs, adequate provision of gamification resources, and supportive school policies to encourage the integration of gamified strategies in mathematics education. Conclusively, the results emphasize that teachers who lack sufficient training or access to necessary resources face challenges in effectively implementing gamification in their lessons. The researcher recommends that workshops and capacity-building programs be organized to enhance teachers' understanding of gamification techniques, improve their ability to design engaging learning experiences, and ultimately enhance students' participation and performance in mathematics.

This study was carried out to determine the influence of knowledge of mathematics on students' learning in physics in University of Benin. Four research questions were raised and answered. The descriptive survey research design was adopted for this study. The research instrument used for this study was the structured questionnaire which was administered to the respondents. The questionnaire was administered to respondents by the researcher, aided by trained research assistants who were thoroughly briefed on the administration procedure. The assistants facilitated the distribution and collection of the questionnaires from the respondents. Upon completion, each questionnaire was reviewed to ensure a high level of completeness. Notably, the response rate was 120, indicating successful data collection process. Data was analysed using mean and standard deviation. It was revealed from the finding
that that student need some level of mathematical knowledge to study physics. student have a great perception on the role of mathematics in their ability to learn and solve problems in physics. That students without proper mathematical training and knowledge face lots of challenges when mathematical knowledge to solve physics. It was concluded that mathematics knowledge plays a fundamental role in students’ understanding and performance in physics. The two subjects are closely interrelated, and deficiencies in mathematics directly hinder students’ ability to comprehend and solve physics problems effectively. It was recommended that Schools should encourage collaboration between mathematics and physics teachers to ensure that mathematical concepts taught are immediately applied in physics lessons. Professional development programs should be provided to teachers to enhance their ability to connect mathematical principles with physical phenomena effectively

This study examined the perception of secondary school students on the causes of mathematics anxiety in Ovia North East Local Government Area, Edo State, Nigeria. The research was carried out to identify the major factors responsible for students’ fear and negative attitude towards mathematics, considering the importance of the subject in academic and career development. The study was guided by specific research questions aimed at understanding how personal experiences, environmental Factors and cognitive Factors contribute to mathematics anxiety among students. The work also highlighted the need to address mathematics anxiety due to its impact on students’ performance and overall learning outcomes. The study comprises of six research questions. The study is delimited to students in the secondary school system. The study adopted a descriptive survey reasearch design. The population consisted of 150 respondent from five(5) secondary school in the aforementioned local government area and a structured questionnaire was used as the instrument for data collection. A simple random sampling technique was employed to select the respondents, while the data collected were analyzed using frequency counts, mean scores, and standard deviation. The methodological
approach enabled the researcher to determine students’ perceptions based on their responses and to identify the most common causes of mathematics anxiety among them. The findings of the study revealed that personal, environmental and cognitive Factors
contributed to mathematics anxiety among secondary school students. It was concluded that meaningful interventions are needed to reduce anxiety and improve students’ learning experiences. The study recommended that schools provide supportive learning environments, teachers adopt student-friendly instructional strategies, students be encouraged to build confidence through consistent practice, and parents offer positive reinforcement rather than pressure. These measures will collectively help minimize mathematics anxiety and enhance students’ academic performance.