References
Abdu-Rahim, B. O. (2019). Effects of Instructional Materials on Secondary School Students’ Academic Achievement in Social Studies in Ekiti State, Nigeria. http://dx.doi.org/10.5430/wej/p32 Alim, J. A., Hermita, N., Alim, M. L., Wijaya, T. T. & Pereira, J. (2021). Developing a Mathematics Textbook Using Realistic Mathematics Education Approach to Increase Elementary Students’ Learning Motivation. Journal Prima Edukasia, 9, 193-201. Alokan, F. B. (2021). Influence of Sex and Location on Relationship Between Student Problems and Academic Performance. The Social Sciences (TSS), 5(4), 340-345. Ansah, J. K., Quansah, F. & Nugba, R. M. (2020). Mathematics Achievement in Crisis: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana. Open Education Studies Journal, 2(1), 265-276. Awofala, A. O. (2019). Effect of Personalization of Instruction of Students’ Motivation to Learn Mathematics Word Problems in Nigeria. Turkish Journal of Computer and Mathematics Education, 7(3), 486-509. Burtein, C. O. (2020). Effects of Gender and School Type Factor on Nigerian Junior Secondary School Students’ Performance in a Science General Aptitude Test. African Journal Educational Research, 11(1&2), 1-9. Cameron, P. J. (2024). What Can Graphs and Algebraic Structures Say to Each Other? AKCE International Journal of Graphs and Combinatorics, 21(3), 249–254. https://doi.org/10.1080/09728600.2023.2290036. Enikanolaye, A. J. (2021). Effects of Multimedia Instruction on Senior Secondary School Students Performance and Retention in Mathematics. Anatolian Journal of education, 6(2), 193- Ezeugo, C. B. (2022). Resource Constraints and Mathematics Teaching Effectiveness in Rural Nigerian Schools. Nigerian Journal of Educational Studies, 7(3), 89-102. Federal Republic of Nigeria. (2013). National Policy on Education. NERDC. Lugosi, E. & Uribe, G. (2022). Active Learning Strategies with Positive Effects on Students’ Achievement in Undergraduate Mathematics Education. International Journal Mathematics Education Science Technology, 53, 403-424. Okeke, C. I. & Ajadi, T. O. (2023). Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria. Studies in Learning and Teaching, 4(2), 205-215. https://doi.org/10.46627/silet.v4i2.175 Olayinka, F. I. & Segun, O. E. (2023). Exam Performance and Teaching Strategies in Mathematics: Evidence from WASSCE Results. West African Journal of Education, 44(1), 55-68. Oyarinde, O. N. & Komolafe, O. G. (2019). Pre-Service Mathematics Teachers’ Attitude and Computer Skill toward the use of Video-Based Instruction as a delivery method in Algebra. Journal of Studies in Education, 19(1), 3 -128. Reinhard, G. & Dhlamini Z. B. (2023). Exploring Grade 11 Learners’ Algebraic Thinking in the Formulation of Quadratic Equations from Graphs. International Journal of Education 16(2), 1-15. https://doi.org/10.17509/ije.v16i2.50496. Veith, J. M., Beste, M., Kindervater, M., Krause, M., Michael, S., Franziskat, G. & Bitzenbauer, P. (2023), Mathematics Education Research on Algebra over the Last Two Decades. Frontiers in Education 8, 1211920. https://doi.org/10.3389/feduc.2023.1211920 Wei, X, Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y. & Inshu, K. (2020). Effect of the Flipped Classroom on the Mathematics Performance of Middle School Pupils. Educational Technology Research and Development, 68, 1461–1484. Available online: https://doi.org/10.1007/s11423- 020-09752- West African Examinations Council (2020). E-learning, Mathematics General Comment. West African Examinations Council (2021). E-learning, Mathematics General Comment. West African Examinations Council (2022). E-learning, Mathematics General Comment. West African Examinations Council (2023). E-learning, Mathematics General Comment.
