Eurasia Journal of Mathematics, Science and Technology Education

• A’yun, Q., & Lukito, A. (2018). Misconceptions of senior high school students’ in quadratic functions. Scientific Journal of Mathematics Education, 7(2), 34-40.
• Abidin, Z., Darwis, M., & Sari, M. (2021). An analysis of student misconceptions in learning algebra using conventional learning model using three-tier tests. In Proceedings of the International Conference on Educational Studies in Mathematics (pp. 238-245).
• Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., & Van-Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36, 401-411. https://doi.org/10.1016/j.chb.2014.03.053
• Adediran, A. A., Orukotan A. F., & Adeyanju E. O. (2015). Instructional strategies for effective teaching and learning in Nigeria secondary schools. In Proceedings of the 1^st Asia Pacific Conference on Advanced Research (pp. 146-155).
• Ahmed, H. (2016). Effect of the student teams achievement division method on student performance in the general certificate of education: An exploratory case study. Education Studies, 9(1), 91-106. https://doi.org/10.5539/ies.v9n1p91
• Ajai, J. T., & Imoko, I. I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science, 1(1), 45-50. https://doi.org/10.5539/ies.v9n1p91
• Akintunde, M. A. (2017). Effects of guided discovery learning and cognitive styles on senior school students’ performance in mathematics in Ejigbo, Nigeria [Unpublished PhD thesis]. Kwara State University.
• Al-Rababaha, Y., Yew, W. T., & Meng, C. C. (2020). Misconceptions in school algebra. International Journal of Academic Research in Business and Social Sciences, 10(5), 803-812. https://doi.org/10.6007/IJARBSS/v10-i5/7250
• Anyanwu, S. U., & Iwuamadi, F. N. (2015). Student-centered teaching and learning in higher education: Transition from theory to practice in Nigeria. International Journal of Education and Research, 3(8), 349-358.
• Ayinla, J. O. (2018). Effects of curriculum-based measurement on students’ performance in Kwara South Senatorial District, Nigeria [Unpublished PhD thesis]. University of Ilorin.
• Bardini, C., Pierce, R., Vincent, J., & King, D. (2014). Undergraduate mathematics students’ understanding of the concept of function. Indonesian Mathematical Society Journal on Mathematics Education, 5(2), 85-107. https://doi.org/10.22342/jme.5.2.1495.85-107
• Bertoletti, A., Marta, C., Lema, M. D., Chiara, M., Mergoni, A., Rossi, L., & Soncin, M. (2023). The determinants of mathematics achievement: A gender perspective using multilevel random forest. Economies, 11(2), 32. https://doi.org/10.3390/economies11020032
• Blanton, M., Brizuela, B., Stephens, A., Knuth, E., Isler, I., Gardiner, A., Stroud, R., Fonger, N., & Stylianou, D. (2018). Implementing a framework for early algebra. In C. Kieran (Ed.), Teaching and learning algebraic thinking with 5- to 12-year-olds: The global evolution of an emerging field of research and practice (pp. 27-49). Springer. https://doi.org/10.1007/978-3-319-68351-5_2
• Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, J. (2014). Persistent and pernicious errors in algebraic misconceptions. Journal of Problem Solving, 7, 10-23. https://doi.org/10.7771/1932-6246.1161
• Booth, J. L., McGinn, K. M., Barbieri, C., & Young, L. K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.), And the rest is just algebra (pp. 63-78). Springer. https://doi.org/10.1007/978-3-319-45053-7_4
• Brown, L. I., & Kanyongo, G. Y. (2017). Gender differences in mathematics performance in Trinidad and Tobago: Examining affective factors. International Journal of Education, 5(3), 113-130. https://doi.org/10.29333/iejme/253
• Burns-Childers, A., & Vidakovic, D. (2017). Calculus students’ understanding of the vertex of the quadratic function in relation to the concept of derivative. International Journal of Mathematical Education in Science and Technology, 49(5), 660-679. https://doi.org/10.1080/0020739X.2017.1409367
• Dambatta, B. U. (2019). Effects of concept-mapping instructional strategy on Nigeria certificate in education students’ performance in trigonometry in Kano, Nigeria. [Unpublished Med thesis]. University of Ilorin.
• Dubinsky, E. D., & Wilson, R. T. (2013). High school students’ understanding of the function concept. Journal of Mathematical Behavior, 32(1), 83-101. https://doi.org/10.1016/j.jmathb.2012.12.001
• Durkin, K., & Rittle-Johnson, B. (2015). Diagnosing misconceptions: Revealing changing decimal fraction knowledge. Learning and Instruction, 37, 21-29. https://doi.org/10.1016/j.learninstruc.2014.08.003
• Enikanolaye, A. J. (2021). Effects of multimedia instructional strategy on senior school students’ performance and retention in mathematics. Anatolian Journal of Education, 6(2), 193-206. https://doi.org/10.29333/aje.2021.6214a
• Gupta, A., Jain, M., & Pasrija, P. (2014). Gender related effects of cooperative learning strategies (STAD and TAI) on mathematics achievement. Issues and Ideas in Education, 2(1), 53-68. https://doi.org/10.15415/iie.2014.21005
• Hamzat, G. (2018). A study of common beliefs and misconceptions in science. Journal of Elementary Education, 20(2), 1-13.
• Ibrahim, I. S., & Adnan, N. H. (2019). Student teams- achievement divisions (STAD) in enhancing speaking performance among English as second language (ESL) learners: A critical review. Creative Education, 10, 2840-2849. https://doi.org/10.4236/ce.2019.1012210
• Iweka, F. (2017). Effects of authentic and Jigsaw II learning techniques on students academic achievement in mathematics. Global Journal of Arts, Humanities and Social Sciences, 5(5), 18-24.
• Jamaludin, M., & Mokhtar, M. F. (2018). Students team achievement division. International Journal of Academic Research in Business and Social Sciences, 8(2), 570-577. https://doi.org/10.6007/ijarbss/v8-i2/3966
• Jiang, P. (2021). Gender differences in mathematics academic performance of high school students in western China. Journal of Physics: Conference Series, 1978, 012038. https://doi.org/10.1088/1742-6596/1978/1/012038
• Kaiser, G., & Zhu, Y. (2022). Gender differences in mathematics achievement: A secondary analysis of program for international student assessment data from Shanghai. Asian Journal for Mathematics Education, 1(1), 115-130. https://doi.org/10.1177/27527263221091373
• Karadeniz, M. H., Kaya, T. B., & Bozkus, F. (2017). Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry. International Electronic Journal of Elementary Education, 10(1), 45-53. https://doi.org/10.26822/iejee.2017131888
• Kezar, A. (2018). A multi-theory approach to change. In A. Kezar (Ed.), How colleges change (pp. 156-189). Routledge. https://doi.org/10.4324/9781315121178-10
• Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40, 147-156. https://doi.org/10.1152/advan.00138.2015
• Kikiola, H. (2018). Teaching methods helping economics Students to be effective problem solvers. Journals of Arts, 2(11), 7-13.
• Kolapo, B. (2016). Effectiveness of teaching physics in secondary school level, Ekiti. Economic Journal of Development Issues, 21 & 22(1-2), 56-67.
• Kyavoa, M. S. (2017). Gender differences in mathematics performance at secondary school level in Kenya. [Unpublished MEd thesis]. Kenyatta University.
• Lantajo, J. T., & Tipolo, R. L. (2018). Student team achievement division (STAD) and its effect on the academic performance of grade 8 students. Journal of Physics: Conference Series, 1254, 012014. https:// doi.org/10.1088/1742-6596/1254/1/012014
• Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123-1135. https://doi.org/10.1037/a0021276
• Majoka, M. I., Dad, M. H., & Mahmood, T. (2015). Student team achievement division (STAD) as an active learning strategy: Empirical evidence from mathematics classroom. https://www.academia.edu/5192775/STUDENT_TEAM_ACHIEVEMENT_DIVISION_STAD_AS_AN_ACTIVE_LEARNING_STRATEGY_EMPIRICAL_EVIDENCE_FROM_MATHEMATICS_CLASSROOM
• McLeod, S. (2014). Lev Vygotsky. SimplypSychology. https://www.simplypsychology.org
• McLeod, S. (2023). Vygotsky’s sociocultural theory of cognitive development. SimplypSychology. https://www.simplypsychology.org
• Motwani, R., Kaliappan, A., & Chandrupatla, M. (2022). Student team achievement division as a tool for peer assisted cooperative learning in neuroanatomy. Anatomy & Cell Biology, 55(4), 452-458. https://doi.org/10.5115/acb.22.122
• Mulungye M., O’Connor, M., & Ndethiu, S. (2016). Sources of student errors and misconceptions in algebra and effectiveness of classroom practice remediation in Machakos County-Kenya. Journal of Education and Practice, 7(10), 31-33.
• Musa, H. (2022). Influence of gender, score levels and subject combination on senior secondary school student conceptions of algebra in Kwara State [Unpublished PhD thesis]. University of Ilorin.
• N. Nielsen, A. J., & Weber, M. (2015). Computing the nearest reversible Markov chain. Numerical Linear Algebra with Applications, 22(3), 483-499. https://doi.org/10.1002/nla.1967
• Nikou, F. R., Bonyadi, A., & Ebrahimi, K. (2014). The effect of student team-achievement division (STAD) on language achievement of Iranian EFL students across gender. European Online Journal of Natural and Social Sciences, 3(4), 936-949.
• Ocal, M. (2017). Asymptote misconception on graphing functions: Does graphing software resolve it? Malaysian Online Journal of Educational Technology, 5(1), 4-9.
• Odutayo, A. O., & Yusuf, H. T. (2020). Effect of critical dialogue on students’ academic performance in economics in Abeokuta, Nigeria. Anatolian Journal of Education, 5(2), 85-94. https://doi.org/10.29333/aje.2020.527a
• Ogunsakin, H. (2020). Effects of student teams achievement division (STAD) on academic achievement, and attitudes of grade 9^th secondary school students towards mathematics [Unpublished PhD thesis]. Tai Solarin University of Education.
• Okechukwu, O., Sylvester, N. O., Adeniyi, K., & Daniel, M. E. (2016). Effects of think-pair share (TPS) and student teams-achievement divisions (STAD) instructional strategies on senior secondary school students’ achievement in economics. Australian Journal of Basic and Applied Sciences, 10(13), 1-9.
• Olaide, Y. (2019). The influence of student team achievement division (STAD) learning model on students’ critical thinking ability in English language lesson. Journal of Sciences, 11(2), 54-62.
• Oludipe, D., & Oludipe, B. (2017). Effects of STAD teaching strategy on academic performance of students in integrated science at the junior secondary school level. Research and Reviews, 5(7), 347-353. https://doi.org/10.31578/jebs.v6i2.239
• Oyekan, F. (2019). Algebra by example. Journal of Education, 20(1-2), 79-100.
• Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03050
• Rusmiati, R. A., Rasmitadila, R. R., Widyasari, D. M., & Subaiki, I. (2019). Using of student teams achievement divisions (STAD) to improve student’s mathematical learning outcomes. Journal of Physics: Conference Series, 1175, 012159. https://doi.org/10.1088/1742-6596/1175/1/012159
• Sa’adiah, H., Syaiful, S., Hariyadi, B., & Yudistira, P. (2021). Student team achievement divisions (STAD) and Jigsaw learning in terms of numerical abilities: The effect on students’ mathematics learning outcomes. Desimal: Jurnal Matematika [Decimal: Journal of Mathematics], 2(1), 187-194. https://doi.org/10.24042/djm.v4i3.9746
• Salman, M. F., Mohammed, A. S., Ogunlade A. A., & Ayinla, J. O. (2016). Causes of mass failure in senior school certificate mathematics examinations as viewed by secondary school teachers and students in Ondo, Nigeria. Journal of Education and Practice, 3(8), 79-87.
• Sam-Kayode, C., & Salman, M. (2015). Effect of Ludo game on senior school students’ performance in probability. ABACUS: Journal of the Mathematical Association of Nigeria, 40(1), 83-91.
• Shahedi, A. (2016). Using the student teams achievement division (STAD) strategy to improve English language speaking accuracy among Iranian EFL learners. https://www.academia.edu/16161967/A_Using_the_Student_Teams_Achievement_Division_STAD_strategy_to_improve_English_language_speaking_accuracy_among_Iranian_EFL_learners
• Simamora, E. W. (2017). The effect of student team achievement division cooperative learning on the concept understanding ability of mathematic. Advances in Social Science, Education and Humanities Research, 104, 407-411. https://doi.org/10.2991/aisteel-17.2017.87
• Sinaga, N. Y., & Mukhtar, H. (2019). Differences in students mathematical problem-solving ability given guided discovery learning and cooperative learning STAD-type. In Proceedings of the 4^th Annual International Seminar on Transformative Education and Educational Leadership (pp. 155-161). https://doi.org/10.2991/aisteel-19.2019.33
• Thompson, F. (2015). An exploration of common student misconceptions in science. Procedia-Social Behavioral Science, 143(4),693-697. https://doi.org/10.1016/j.sbspro.2014.07.465
• Tiantong, M., & Teemuangsai, S. (2013). Student team achievement divisions (STAD) technique through the Moodle to enhance learning achievement. International Education Studies, 6(4), 85-92. https://doi.org/10.5539/ies.v6n4p85
• Tran, V. D. (2013). Effects of student teams-achievement division (STAD) on academic achievement, and attitudes of grade 9^th secondary school students towards mathematics. International Journal of Sciences, 2(4), 5-15. https://doi.org/10.5296/jse.v3i3.3931
• Victor-Akinyemi, H. B. (2022). Effect of Jigsaw II and students’ team-achievement division on performance in secondary schools’ economics in Okene [Unpublished PhD thesis]. University of Ilorin. https://doi.org/10.52589/BJELDP-D7TMSAMU
• Wang, I., Wu, T., Chien, Y., & Huang, Y. (2017). Integrating SQ4R and student team achievement division (STAD) teaching strategies with e-books to enhance students’ English reading comprehension. In Proceedings of the 2017 Pacific Neighborhood Consortium Annual Conference and Joint Meetings: Data Informed Society. https://doi.org/10.23919/PNC.2017.8203542
• Weisman, I. T., Wijaya, H., & Helaluddin, H. (2020). Correlation of gender, GPA and multicultural to emotional intelligence skill in STAD cooperative learning multicultural based. Universal Journal of Educational Research, 8(12), 6561-6573. https://doi.org/10.13189/ujer.2020.081221
• Wyk, V. M (2013). The effect of student teams-achievement divisions as a teaching strategy on grade 10 learners’ economics knowledge. International Journal for Cross-Disciplinary Subjects in Education, 4(2), 1153-1157. https://doi.org/10.20533/ijcdse.2042.6364.2013.0162
• Yusuf, H, T., Odutayo, A. Ambali, T. T., & Omoragbon, A. (2014). Effects of concept mapping on students’ academic performance in economics in Ilorin, Nigeria. Nigerian Journal of Educational Management, 12(1), 85-94. https://doi.org/10.29333/aje.2020.527a
• Yusuf, Y. Q., Natsir, Y., & Hanum, L. (2015). A teacher’s experience in teaching with student teams-achievement division (STAD) technique. International Journal of Instruction, 8, 99-112. https://doi.org/10.12973/iji.2015.828a

APA

Odutayo, A. O., & Fonseca, K. (2024). Making quadratic functions interesting: Students teams-achievement division instructional strategy. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2386. https://doi.org/10.29333/ejmste/14092

Vancouver

Odutayo AO, Fonseca K. Making quadratic functions interesting: Students teams-achievement division instructional strategy. EURASIA J Math Sci Tech Ed. 2024;20(1):em2386. https://doi.org/10.29333/ejmste/14092

AMA

Odutayo AO, Fonseca K. Making quadratic functions interesting: Students teams-achievement division instructional strategy. EURASIA J Math Sci Tech Ed. 2024;20(1), em2386. https://doi.org/10.29333/ejmste/14092

Chicago

Odutayo, Adesegun Olayide, and Katleen Fonseca. "Making quadratic functions interesting: Students teams-achievement division instructional strategy". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 1 (2024): em2386. https://doi.org/10.29333/ejmste/14092

Harvard

Odutayo, A. O., and Fonseca, K. (2024). Making quadratic functions interesting: Students teams-achievement division instructional strategy. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2386. https://doi.org/10.29333/ejmste/14092

MLA

Odutayo, Adesegun Olayide et al. "Making quadratic functions interesting: Students teams-achievement division instructional strategy". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 1, 2024, em2386. https://doi.org/10.29333/ejmste/14092