Impact of Information Seeking Strategies and Utilization of Mathematics Teachers’ on the performance of SSS 2 Students in Lagos State, Nigeria: Implication to Pedagogical Practices

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This study focuses on correlates of mathematics teachers’ information seeking behaviour and information utilization on students’ performance in senior secondary school mathematics in Lagos State. The subjects for the study were 100 (one hundred) mathematics teachers and 400 (four hundred) senior secondary school students from all education districts in Lagos State. The instrument used to gather data was Teachers’ information seeking behaviour and utilization. Two research hypotheses were raised. The independent variables were teachers and students characteristics, students performance in mathematics was dependent variable and information seeking behaviour and information utilization were the moderator variables. The study examines teachers information seeking behaviour and information utilization as predictors to students performance in mathematics. Students ability scores in first term and information utilization was predicted to be the determinant of students achievement in mathematics whereby students’ abilities scores in 2nd and 3rd terms had significant effect with mathematics teachers information utilization df = F(3.115 & 4.953) : P<0.01 Teachers’ information seeking behaviour was also correlated with students’ ability scores in 1st, 2nd and 3rd. the result showed that teachers information seeking behaviour and information utilization had significant effect on students’ performance in mathematics at F1.035 = 29.729; P<0.01 and the regression analysis also indicated that teachers characteristics are determinants of students performance.The results obtained from the study, showed that: There is a significant relationship in teachers information seeking behaviour and information utilization on students performance in mathematics. Teachers’ characteristics had a great measure on students’ performance in mathematics, based on the findings, the causes of poor performance in mathematics were identified and recommendations were made and how to improve teaching and learning mathematics were also made.



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