ABSTRACT
The main of this study was to investigate the effect of instructional on students’ achievement and interest in quadratic equation.
Four research questions and six null were posed and formulated respectively to guide the study. The hypotheses were tested at 0.05 level of significance.
This study adopted a quasi-experimental research design, precisely nonequivalent control group design. A total of 156 SS2 mathematics students were used as sample for this study.
A 30 multiple choice achievement test and equation interest scale were used to collect data for the study. Three experts validated the instrument.
The instrument was trial tested and the reliability coefficient of 0.86 and 0.87 were obtained using Kuder-Richardson formula (KR-20) and Cronbach Alpha respectively.
The Research questions were analyzed using mean and standard deviation and the null hypotheses were tested using analysis of covariance (ANCOVA).
The results of the study revealed among others that Jigsaw instructional strategy improved students’ achievement and interest in quadratic equation than lecture method. Male and female students’ achievements in quadratic equation appear to improve equally.
However, female students’ interest score appears to be more improved in quadratic equations than their male counterpart.
Also there was no significant interaction effect of method and gender on students’ mean achievement and interest in quadratic equation.
The implications of the above findings were examined and it was recommended among other things that the mathematics educators, federal and state ministries of education, and secondary school education management board should organize seminars, workshop, conference, and in service training to inform and train teachers on the use of Jigsaw instructional strategy.
TABLE OF CONTENTS
Page
Title Page i
Certification ii
Approval Page iii
Dedication iv
Acknowledgement v
Table of Content vi
List of Tables ix
List of Figure x
Abstract xi
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 9
Purpose of the Study 10
Significance of the Study 10
Scope of the Study 12
Research Questions 13
Research Hypotheses 13
CHAPTER TWO: LITERATURE REVIEW 15
Conceptual Framework 16
Concept of Quadratic Equation 17
Concept of Jigsaw Instructional Strategy 21
Concept of Achievement 28
Concept of Interest 30
Concept of Gender 30
Theoretical Framework 33
Constructivism 33
Social Cognitive Learning Theory 35
Review of Empirical Studies 38
Studies on Cooperative Learning and Students’ Academic Achievement 38
Studies on Cooperative Learning and Students’ Academic Interest 41
Studies on Gender and Students’ Academic Achievement 44
Studies on Gender and Students’ Academic Interest 49
Summary of Literature Review 52
CHAPTER THREE: RESEARCH METHOD 55
Design of the Study 55
Area of the Study 56
Population of the Study 56
Sample and Sampling Techniques 57
Instrument for Data Collection 57
Validation of the Instrument 59
Reliability of the Instrument 59
Method of Data Collection 60
Experimental Procedure 61
Experimental Condition 62
Method of Data Analysis 64
CHAPTER FOUR: RESULTS 65
Research Question 1 65
Hypothesis 1 66
Research Question 2 67
Hypothesis 2 68
Research Question 3 69
Hypothesis 3 70
Research Question 4 71
Hypothesis 4 72
Hypothesis 5 72
Hypothesis 6 73
Summary of Findings 73
CHAPTER FIVE: DISCUSSION OF THE FINDINGS, CONCLUSION, RECOMMENDATION AND SUMMARY 75
Discussions of the Findings 75
Effect of Jigsaw instructional strategy and lecture method on
students’ achievement in quadratic equation. 75
Effect of Jigsaw instructional strategy and lecture method on
students’ interest in quadratic equation. 76
Effect of gender on students’ achievement in quadratic equation 77
Effect of gender on students’ interest in quadratic equation 77
Conclusion 78
Educational Implications of the findings 78
Recommendation 79
Limitations of the Study 80
Suggestions for Further Studies 80
Summary of the Study 81
REFERENCES
INTRODUCTION
1.1 Background of the Study
Mathematics is the study of the science of numbers and space. It is an indispensable tool for development of science and technology. No nation can develop scientifically and technologically without proper foundations in school mathematics (Okafor, 2005).
The usefulness of mathematics in everyday living cannot be overemphasized. According to Agwagah (2001) mathematics is a pivot on which other sciences revolve and serves as a means of sharpening man’s reasoning ability and developing his personality.
Its role is such that there is hardly any discipline or field of study that mathematics is not involved. It is due to its indispensability in nation building that it is made one of the core and compulsory subjects in primary, junior and senior secondary school levels of Nigerian education system (F.R.N, 2004).
For instance, a country that is well rooted in mathematics is rational in thinking and the use of its resources for economic growth and development.
Thus, mathematics is compulsory for all students even at school certificate level. The trend has shown that in order to secure admission into higher levels of education
, a credit pass in mathematics is an advantage (Usman, 2002).
While the emphasis on the general importance of mathematics is widespread, it must be appreciated that quadratic equation is one aspect of mathematics.
REFERENCES
Abbas, D. (2009). The effect of Jigsaw instructional strategy on senior secondary school class one students’ achievement and interest in geometric construction. African Research Review, 7(3): 156-167.
Abubukar, E. (2010). The influence of gender on students’ achievement and interest in junior secondary social studies curriculum. International Journal Education Review 14(3), 361-384.
Achor, B.; Imoko, D. and Ajai, E. (2010). Secondary school students’ misconceptions in solving mathematical problems. Journal of Mathematics Association of Nigeria, 32(1), 84-102.
Adam, G. (2010). Interest and mathematics achievement in problem solving approach. Retrieved on 3/8/09. http://:www.edu.intermap.org.
Adams, F. (2011). Learning quadratic equation. International Journal of Education, 2(2), 78-83.
Adeleji, B. (2007). The influence of location on students’ interest in HIV/AIDS contents of junior secondary school social studies curriculum. African Journal of Arts and Social Science, 5(1), 146-153.
StudentsandScholarship Team
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