Abstract
The study investigated the effects of feedback and remediation as instructional strategies on junior secondary school students’ achievement in mathematics. The effects of gender and socio economic status on these learning outcomes were also examined. The sample for the study consisted of 240 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ socio economic status (high, medium and low) and gender (male and female). Five research instruments including three Formative Tests I. II and III in Mathematics, Socio Economic Status Questionnaire (SESQ) and Mathematics Achievement Test (MAT) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Results from the study revealed a significant effect of treatment on students’ achievement in mathematics. However, there were no significant effects of gender and socio economic status (SES) on achievement in mathematics.
Highlights
Researchers have shown that when students’ learning difficulties are identified, corrected and reinforced, an increase in their cognitive gains follows (Bello, 1985; Block & Burns, 1977)
The results showed that the formative test with feedback group had an adjusted mean 24.40; followed by the control group with adjusted posttest scores of 24.33 while the formative test with feedback and remediation group had an adjusted mean score of 24.09
The findings of this study have shown that feedback and remediation would afford learners opportunity to go through the appropriate answers thereby providing further insight on the content which would induce improved performance in subsequent attempts
Summary
Researchers have shown that when students’ learning difficulties are identified, corrected and reinforced, an increase in their cognitive gains follows (Bello, 1985; Block & Burns, 1977). Ojerinde and Falayajo (1984) noted that continuous assessment is a mechanism whereby the final grading of a student in cognitive, affective and psychomotor domains of behaviors takes into account, in a systematic way, all of the performances during a given period of schooling. Such assessment, according to them, involves the use of different modes of evaluation for the purpose of guiding and improving the learning and performance of the student. There is the likelihood that if students’ learning is adequately evaluated regularly during the teaching–learning process and prompt feedback and remediation are provided, students’ level of performance will improve
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