ABSTRACT
The of this study was to investigate the effect of a guided scoring strategy on students’ achievement and interest in quadratics equations.
The effect of gender on the efficacy of the method was also considered. Four research questions and six null hypotheses guided the study. A nonequivalent control group type of quasi-experimental design was used for the study.
The simple random sampling was used to select two schools, one from the Ika South educational zone and one from the Ika North East educational zone of . One intact class from each of the schools, making two classes, was used for the study.
All the groups completed the same (Quadratic Equation) over a period of three weeks. Both the experimental and control groups were taught by the researcher to avoid teacher differences.
Two instruments were used for this study, the Quadratic Equation achievement test (QEA’T) and the mathematics interest scale .
These instruments were developed, validated, and used for data collection. Means, standard deviations, and analysis of covariance (ANCOVA) were used to analyze the data, answer the research questions, and test for the hypotheses.
The study revealed that the use of a guided scoring strategy in teaching quadratic equations increases students’ achievement in mathematics.
The use of a guided scoring strategy in teaching increases students’ interest level in mathematics. Lt The .achievement and interest levels of students taught with guided scoring strategy are not affected by their gender.
TABLE OF CONTENTS
PAGES
TITLE PAGE ……..i.
APPROVAL PAGE …i i
CERTIFICATION…..i.i i
DEDICATION.iv
ACKNOWLEDGEMENT…v
TABLE OF CONTENT…..v
LIST OF TABLE …..v iii
ABSTRACT…..ix
CHAPTER ONE INTRODUCTION
Background of the study.. 1
Statement of the problem … 10
Purpose of the study ….1 1
Significance of the study ….1..2
Scope of the study .. 13
Research questions.1.4
Hypotheses … 14
CHAPTER TWO LITERATURE REVIEW
Conceptual framework… of teaching and learning
mathematics
ching mathematics …… 22
Concept of guided scoring ……. 27
Strategies and Achievement in mathematics .. 30
Mathematics and Gender 33
Empirical Related studies .. 34
Studies on strategies for teaching mathematics … 34
Studies on gender and achievement in mathematics. 36
Studies on interest. 38
Summary of literature review ..4 0
CHAPTER THREE RESEARCH METHOD
Design of the study ….. 42
Area of the study ……. 43
The population of the study …. 44
Sample and sampling technique … 44
Instruments of data collection …. 45
Validation of the Instruments. 47
Reliability of the instruments ….. 47
Experimental procedure .. 48
Control of extraneous variables 50
Method of data collection and scoring .. 50
Method of data analysis ….5..1
CHAPTER FOUR RESULTS
Research Findings .. 63
CHAPTER FIVE DISCUSSION OF FINDINGS. RECOMMENDATION. CONCLUSION AND SUMMARY
Discussion of findings .. 65
Conclusion …. -67
Educational implications.6.8
Recommendations . 6. 9
Limitations 70
Suggestion for further research ..7.0
Summary. 71
REFERENCES ……….74
INTRODUCTION
1.1 Background of Study
Mathematics is the study of patterns of structures, change, space; it is the study of figures and numbers. Mathematics is the touchstone of wit and whetstone of intelligence.
It is the master and servant of most disciplines and source of enlightenment of human understanding of the universe (Osafehinti 1999). The importance of inatheinatics transcends all definitions and descriptions.
In the entire history of education, mathematics has held its leading position among all other school subjects because it has been considered an indispensable tool in the formation of the educated man.
At a most basic level, the knowledge of mathematics in the conduct of everyday living and the natural and social sciences, advanced mathematics concepts and techniques are indispCxx%ble tools.
According to Osafehinti (1999), no other subject forms a binding force among various branches of science namely physical, biological and social, as well as mathematics and without it, knowledge of the sciences often remains superficial.
REFERENCES
Aburime, E. 1;. (2004). Refocusing Research in Science, Technology and Mathematics Education. A case for matheinatics laboratory. Proceedings of the 45′” Annual conference of STAN. 1 83- 187.
Adedayo, 0. A. (2001). Ii?zplernentation qf Tertiary Mathematics Curriculum, for Sustainable Educational Development. Paper presented at the Annual Conference of Curriculuin organization of Nigeria. Abuja September 200 1.
Agwagah, U. N. V. (2001). Teaching Number Bases in Junior Secondary School Mathematics: The use of Base board. ABACUS- The Journal of mathematics Association qf Nigeria; 26 (1) 1-7.
Ale, S.O. (1989) Combating Poor Achievement in Mathematics. ABACUS The Journal of Mathematical Association of Nigeria 19 (1) 26-40.
Ali, A. (1 996). Fundamentals of Research in Education, Awka. Meks Publishers (NIG).
Be the first to comment