Abstract
The study evaluated students’ achievement in mathematics using four methods of instruction. Sample of the study was 130 Junior Secondary School students from 4 schools in Taraba State, Nigeria. Quasi-experimental design was adopted. Data was generated using Terminal Mathematics Achievement Tests whose reliability indices were computed using Kuder–Richardson (KR – 20) formula. Mean and standard deviation were used to answer the research question while one-way analysis of variance (ANOVA) was used to explore the impact of the instructional strategies at .05 level of significance. Finding revealed no significant difference in the mean achievement scores of students exposed to the four instructional strategies. The study recommended that classroom teachers implement any of these instructional methods in their daily classroom instruction.
Highlights
Mathematics is used either consciously or unconsciously in various aspects of life and is the basic tool for industrialization and national development
Recognizing the role of mathematics, Bassey, Joshua and Asim (2007) aver that mathematics play the vital role of a precursor and harbinger to the much-needed technological and national development, which has become imperative in the developing nations of the world
The use of student’s active participation in the learning process. graphing representations helps children to establish This strategy is appropriate for students of all levels meaning, and cognitive construction in problem and abilities and has been shown to be effective even solving (Kay & Kletskin, 2012). It is against this for students with learning disabilities. With this backdrop that this study examined the effectiveness of approach, students are taught to pose specific these strategies on students’ achievement in questions about what they need to do, what they mathematics in a typical Nigerian school classroom
Summary
Mathematics is used either consciously or unconsciously in various aspects of life and is the basic tool for industrialization and national development. It is recognized to play a vital role in contemporary society, making it indispensable for the existence of any nation (Asante, 2010). Recognizing the role of mathematics, Bassey, Joshua and Asim (2007) aver that mathematics play the vital role of a precursor and harbinger to the much-needed technological and national development, which has become imperative in the developing nations of the world. This explains why it is regarded as a science of numbers that constitute everyday activities (Akusoba & Okeke, 2009). Osafehinti (1999) buttresses that without mathematics, the understanding of some national problems would be International Journal of Contemporary Research and Review, Vol 9, Issue. 08, Page no: EL 20345-20353
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