Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria

Clement Onwu Iji

doi:10.11648/j.sjams.20150306.20

Abstract

Mathematics is used in everyday life, be it social, economic, arts, science or technology. However, empirical evidence shows that students achieve poorly in the subject at School Certificate level especially in the algebraic expression. Research findings have indicated that this low achievement may be attributed to inappropriate pedagogies used by teachers and this necessitated this study. The study made use of a quasi-experimental design of the non-equivalent control group. The sample of 604 part II students was drawn from technical schools in educational zones A and B using multistage sampling technique. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The instrument- AWPAT whose reliability was established using Cronbach Alpha to be 0.722 was used for data collection. Data collected was analyzed using mean and standard deviations to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. The result showed that the Vocabulary Building Instruction method used has enhanced students’ achievement significantly. The gap between male and female students on achievement was also minimized. Based on the findings of the study, technical school teachers were recommended to adopt method not only for algebra but other difficult topics in mathematics.

Highlights

The importance of mathematics cannot be overemphasized
It is required that a credit pass in Mathematics at Senior Secondary School Certificate Examinations (SSCE) and National Business and Technical Examination Board (NABTEB) examinations is a necessary requirement for admission into science and science related courses in Nigeria higher institutions but a failure in it, is a major obstacle to admission into the university and even getting a job (Usman, 2002)
There is no significant difference between the mean achievement scores of technical school students taught algebra using vocabulary building instructional (VBI) and those taught using conventional method

Summary

Introduction

The importance of mathematics cannot be overemphasized. This is so because, mathematics is used in everyday life, whether it is social, economic, arts, science or technology (Anyor & Mbalaha, 2010). Usman (2002) reiterated that it is one of the most important subjects in educating a man. Mathematics is made a core subject in primary, secondary and technical school system in Nigeria. It is required that a credit pass in Mathematics at Senior Secondary School Certificate Examinations (SSCE) and National Business and Technical Examination Board (NABTEB) examinations is a necessary requirement for admission into science and science related courses in Nigeria higher institutions but a failure in it, is a major obstacle to admission into the university and even getting a job (Usman, 2002). The students on their part, learn, register and study mathematics with efforts and intention to pass the subject at credit level but it has not achieved the desired successful performance in the subject yet by both secondary and technical school students in Nigeria

Objectives

Methods

Findings

Discussion

Conclusion