Instructional Practices on Students’ Performance and Retention Ratings in 2 and 3 – Dimensional Shapes in Mathematics
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 5
Abstract
This project investigates the effect of instructional practices on students’achievement and retention rating in selected mathematics concepts, based on learning styles. The mathematics concepts selected include 2 and 3-dimensional shapes an aspect of geometry in mathematics. The population for the study comprised all the 1,156 Senior Secondary two (SS2) mathematics students in all the Senior Science Colleges in Akwa Ibom State. Two research questions were raised and two null hypotheses were formulated to give direction to the study. The research design adopted for this study was non-randomized pre-test, post-test, control group design. The study sample consisted of 200 SS2 students selected from three out of the five existing Senior Science Colleges in the state using purposive sampling technique. The instruments for data collection were: “Mathematics Achievement Test (MAT) and Learning Style Inventory (LSI)”. Mathematics Achievement Test (MAT) had a reliability index of .70 determined using Pearson Product Moment Correlation Coefficient (PPMC), while Learning Style Inventory (LSI) had reliability index of .78 determined using Cronbach alpha reliability package in SPSS 17. The experimental group was taught 2 and 3 dimensional shape concepts with student-centred demonstration method while the control group was taught the same concepts using expository strategy. At the end, the Mathematics Achievement Test (MAT) was reshuffled and re-administered as post-test. One month later, the Mathematics Achievement Test (MAT) was reshuffled again and re-administered as retention test. Data collected were analyzed using Analysis of Covariance (ANCOVA) with pre-test scores as covariates. The findings from data analysis showed that, there were significant effects of the instructional strategies used on the achievement and retention ability of the students in geometry in favour of the students taught with StudentCentred Demonstration method; and that learning styles had no significant effect on the achievement and retention of the students in geometry. Based on these observations it is recommended among others that Mathematics teachers should adopt the use of student-centred demonstration method in teaching various concepts in mathematics at Senior Secondary School level.
Authors and Affiliations
Dr Joyce David Eduok, Mr Udofia S. Bassey
Keywords
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