Effect of Interactive Instructional Strategy (TAVI) on Junior Secondary School Students’ Mathematics Achievement

Abstract

The study investigated the improving Junior Secondary School (JSS) Students’ Mathematics Achievement through Team-Assisted Visual Instruction. A 2x2x2 non- randomised control group Pre-test and Post-test quasi-experimental factorial design was adopted. It consisted of one independent variable (treatment) and two moderating variables (possession of Textbooks and Family Size). A purposive sampling procedure was used to select four government-owned JSS in Ijebu-Ode local government areas, Ogun state. In addition, an arm of intact class JSS II students were selected from each selected school through a simple random sampling procedure. Two instruments (MAT & ISP) were developed, validated and used for data collection. Data analysis involved Analysis of Covariance. The results showed that Treatment (F (1,247) = 14.13; P < 0.05); possession of Textbooks (F (1,247) = 51.21; P < 0.05) and Family Size (F (1,247) = 34.13; P < 0.05) had significant main effects on Students’ Achievement in Mathematics. Possession of Mathematics Textbooks and Family Size had significant interaction effect on Students’ Achievement in Mathematics (F (1,247) = 3.87; P < 0.05). Treatment, possession of Textbooks and Family Size had significant interaction effect on Students’ Achievement in Mathematics (F (1,247) = 13.98; P < 0.05). The recommendations and conclusion were made.