Frequency: Quarterly E- ISSN: 2320-1045 P- ISSN: Abstracted/ Indexed in: CNKI Scholar (China National Knowledge Infrastructure), Ulrich's International Periodical Directory, Google Scholar, SCIRUS, Genamics JournalSeek, getcITED, JOURNAL Directory
Quarterly published in print and online "Inventi Rapid: Algorithm" publishes high quality unpublished as well as high impact pre-published research and reviews catering to the needs of researchers and professionals. The journal covers all the advances in the growing field of algorithms. Articles pertaining to following areas are particularly welcome: algorithm engineering; algorithmic graph theory; algorithms for databases and database design; algorithms for language processing; algorithms in biology, chemistry, physics, etc; approximation algorithms; design and analysis of algorithms; experimental algorithms: implementation and testing of algorithms; randomized algorithms; sorting and search algorithms etc.
The path planning of a mobile robot is a very difficult problem when an optimal or near optimal collision free path is attempts to create. The time required to create the path planning is also a very important factor, especially in very small environments or in dynamic environments. The best path planning for mobile robot based on modified genetic algorithm is introduced. The proposed method is read the map of the environment which expressed by grid model and then creates an optimal or near optimal collision free path. No mutation operator is used in the proposed algorithm. Modified selection operator, adaptive population size and modified procedure for carrying out a genetic algorithm are used. The simulation results show that the proposed method can give good results in terms of minimizing distance and execution time....
In this study, the effectiveness of effectiveness of Advance Organizer and Inductive Inquiry models on students’ academic achievement are explored. The main objectives of the study are to expose each of the two experimental groups to the Advance Organizer and inductive inquiry models, respectively and to compare the effectiveness of these models in the teaching of Algebra. The pre-test- post-test control group experimental design is chosen for the experiment. It is hypothesized that there would be significant difference between mean achievement scores of the two experimental groups and a control group on the post-test. The population of the study consisted of all the students of senior secondary class studying in Isuikwuato High School Isuikwuato, Abia State, Nigeria. The sample of the study consisted of 90 students of senior secondary class studying in the school. They were divided into three groups; each group consisting of 30 students. These groups are formed by matching on the basis of their pre-test scores. One of these groups is randomly chosen as control group and others as experimental groups. The independent variable in the study is model of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test. The experimental groups are exposed to the treatment of Advance Organizer and Inductive Inquiry teaching models while the control group was provided with conventional teaching. The material used for teaching the experimental groups consisted of the lesson plans prepared in the light of each teaching model according to Hunter’s seven planning steps. The obtained data is analyzed by using the statistical techniques such as mean, standard deviation, coefficient of variation, Scheffe test and simple analysis of variance in order to find out whether the difference in the mean achievement scores of the comparison groups was statistically significant. The level of significance used is 0.05. The main results of the study confirmed the research hypotheses. It is, therefore, concluded that students taught using Inductive Inquiry model performed better than those taught using Advance Organizer and Conventional teaching models in the post-test. The study results are in line with some previous studies but do not conform with some as well. This result can be subjected to further verification and confirmation. It is recommended that Inductive Inquiry model be used tentatively by teachers of mathematics while teaching in the senior secondary classes. Therefore, in future studies a blend of models may be used because there is no single model that is exclusively best for teaching all topics at all levels to all students....
The study discusses the effect of differentiated instruction in the teaching and learning of Loci Construction in secondary school Mathematics. It includes background information and details on a differentiated unit on Loci Construction. The purpose of the study is to determine if differentiated instruction can enhance students’ problems solving skills. Thirteen (13) students of Government Secondary School, Bwari, Federal Capital Territory Abuja, Nigeria, who belong to the very weak group are the subjects. Before the lesson on Loci Construction, the students were given pre-test using questions from past West African School Certificate Examination (WAEC) question papers to assess the students’ knowledge of this topic. The pre-test items were drawn in such a way that the first four levels of Bloom’s Taxonomy: knowledge, comprehension, application, and analysis would be tested. Other questions were also included that asked students to self-report preferred learning style and the students confidence in solving problems bothering on Loci Construction. An assessment of students’ achievement on Loci Construction before and after differentiated lesson on the topic was done using two-sample paired t-test. The result revealed a significant increase in the students’ problems solving abilities Also, students’ responses to the survey questions (pre and post), to assert their interest about the differentiated lesson was analyzed using two-sample paired t-test, but this showed no significant increase in their interest. The test results suggest that the students after receiving the differentiated lesson did better. Interestingly, further analysis revealed a statistical significant increase in the girls’ problems solving skills but not in the boys....
Students poor performance in Mathematics and Probability Theory in particular in the West African Examination Council (WAEC) and National Examination Council (NECO) calls for investigation to identify the factors that affect the teaching and learning of probability theory. The aim of this work is to identify the factors affecting the teaching and learning probability theory in selected schools in Isuikwuato Local Government Area of Abia State, Nigeria. Two sets of questionnaires were developed for Mathematics teachers and students of senior secondary classes to complete. The selected secondary schools are: Isuikwuato High School, Isuikwuato; Ovim Girls’ Model School, Isuikwuato; Uturu Secondary School, Uturu; and Achara Uturu, Secondary School, Uturu. The target sampled was made up of teachers and students drawn from the selected schools. It constitutes the students of senior secondary schools (SSI – SSIII) and their teachers of Mathematics. In each school, a systematic random sampling was used to select twenty-five (25) students (respondents) on who the research instrument was administered.The questionnaires were constructed to suit the interest of the teachers and students. To make sure that appropriate and honest opinions of the students and teachers were obtained, one hundred (100) questionnaires were administered to the students in the selected school. The data collected were analyzed using descriptive analysis involving percentages and tables. The analysis showed that the students do not have positive attitude to probability theory. There were few or no instructional resources in the schools for teaching this mathematical concept, among other factors affecting the teaching and learning probability theory in senior secondary schools. It is recommended among others that to improve the teaching and learning of probability theory in schools, mathematics teachers should try their best to improvise instructional resources to be able to teach the topic effectively and efficiently. Teachers of Mathematics should inculcate the habit of teaching probability concept using natural phenomena, for example rainfalls, whether etc....
The study explores the effectiveness of Inductive Inquiry model considering Conventional Teaching Method on students’ academic achievement on Circle Geometry and Trigonometry. The main objectives of the study are to expose the experimental group to the Inductive Inquiry model and compare the effectiveness of this mode of teaching in teaching circle geometry and trigonometry. The pre-test-post-test control group experimental design is used in this work. It is hypothesized that there would be significant difference between mean achievement scores of the experimental group and the control group on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory (FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups, formed through matching, on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the control group and the other experimental group. The independent variable in the study is model of teaching and the dependent variable is academic achievement of students. The dependent variable is measured through 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. The experimental group is exposed to the treatment of Inductive Inquiry model while the control group is provided with conventional teaching. It is found that experimental group performed better than the control group taught using the conventional method. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students....
For the first time, the influence of stress induced anisotropy on the third order perturbed Heisenberg Hamiltonian has been thoroughly studied. The variation of energy up to N=10000 was studied. At N=75, the energy required to rotate from easy to hard direction is very small. For film with N=10000, the first major maximum and minimum can be observed at 202 and 317, respectively. This curve shows some abrupt changes after introducing third order perturbation. The maximum energy of this curve is higher than that of spinel thick ferrite films with second order perturbed Heisenberg Hamiltonian. At some stress induced anisotropies, the maximum energy is less than that of spinel thick ferrite films with second order perturbed Heisenberg Hamiltonian....
Clustering is one of the rudimentary predicaments in research area. k-means is one of the popular partitional clustering algorithm. k-means plays a crucial role in selecting the initial centers and proper initialization has to be done to obtain an ideal solution. To solve this problem k-means++ is propounded which sequentially chooses the centers and thus we can obtain an optimal solution. The scalability of k-means++ is poor as the data size increases so the k-means++ becomes inefficient with an additional overhead of choosing the centers which causes repetitive distance computations and can be overlapping. To improve scalability and efficiency, this paper presents MapReduce k-means++ with pruning method. The k-means initialization algorithm is executed in Mapper phase and the weighted k-means++ initialization algorithm is run in reducer phase. Furthermore, to reduce the expensive distance computations so that there are no redundant clusters a pruning strategy is implemented which locates the clusters centers distinctly this is done on MapReduce. Experimentation is carried on synthetic and oxford dataset and the performance results indicates that the propounded MapReduce k-means++ with pruning is efficient....
This paper attempts a look at the knowledge of the subject matter of mathematics of National Teachers’ Institute’s (NTI) graduates who teach mathematics. It resulted from the poor performances of students at general examinations like the West African Examination Council (WAEC) and National Examination Council (NECO) examinations for which teachers receive the blame, especially those teaching at the basic levels (primary and junior secondary schools levels) of which the NTI graduates are the majority, FCT-UBE(2010). Hence they are being used for the study. The population of primary and junior secondary teachers in FCT Abuja was considered and a sample of one hundred and fifty (150) National Teachers’ Institute’s graduates who teach mathematics was used in carrying out the study to reveal their levels of knowledge of the subject matter of mathematics which will eventually guarantee positive learning and improve the performances of the students in the subject-Mathematics. The graduates were given three questions which validity and reliability were ascertained by three West African Examination Council (WAEC) team leaders in mathematics; to divide a whole number by fraction; multiply a three digit number by two digit number; compare the volumes of two cylinders in different ways using the same rectangular sheet of metal. They were to:(i)Provide the solutions to the problems,(ii)Explain giving reasons for the steps taken to reach their answers. Three phases of subject matter knowledge were used in the classification and discussions;(i)Professional tradition,(ii)Practical wisdom and(iii)Deliberate reflection. The data collected was analyzed using quantitative method. It shows that most of the students are still in the tradition phase and that there is no significant difference between the mean score of the male and female students. Among the recommendations is that teachers should endeavor to achieve both practical wisdom and deliberate reflection and inculcate same in their students....
Sequel to poor performance of pupils/students at general examinations like the West African Examination Council (WAEC) and National Examination Council (NECO) examinations for which teachers receive the blame, especially those teaching at the basic levels (primary and junior secondary schools levels), we investigate the numbers sense of the teachers of these pupils/ students. This study assessed the number sense of primary school teachers in Isuikwuato Local Government Area of Abia State, Nigeria. It involved 122 randomly selected primary school teachers, 61 males and 61 females. These teachers belonged to various levels of mathematics performance as reflected in the mathematics grades they obtained in their West African Examination Council (WAEC), National Examination Council (NECO) examinations and NCE results. The data on teachers’ number sense were collected using a ten-item number sense test. Analysis of qualitative and quantitative results revealed that the teachers obtained a very low percentage of correct responses ranging from 0.55% to 28%. The teachers were not able to make appropriate mathematical judgments such as determining the appropriateness and sufficient information; they do not have a reasonable understanding of fractions, decimals and operations; and they do not utilize useful and efficient strategies, like estimation and number relationships, for managing numerical situations. Their over-reliance on algorithms may be attributed to the teachers’ much emphasis on drill and practice, without profound understanding of mathematics concepts. It is advised that teachers should build themselves up in the use of concrete materials, pictorial representations and authentic problems within learner’s experiences and expose themselves to a wide variety of useful and efficient strategies such as estimation and number relationships to make sure that learners gain deep understanding of Mathematics concepts....
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