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INSTRUCTIONAL STRATEGIES AND PUPILS ACADEMIC ACHIEVEMENT IN MATHEMATICS

INSTRUCTIONAL STRATEGIES AND PUPILS ACADEMIC ACHIEVEMENT IN MATHEMATICS IN PRIMARY SCHOOLS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE – INTRODUCTION 

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.4     Significance of the Study

 

1.5     Research Questions

1.6     Research Hypotheses

1.7     Limitation of the Study

1.8     Delimitation of the Study

1.9     Definition of Terms

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE 

CHAPTER THREE – RESEARCH METHOD

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Instrument for Data Collection

3.6     Validation of the Instrument

3.7     Administration of the Instrument

3.8     Scoring of the Instrument

 

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis

4.2     Discussion of Findings

 

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

5.4     Suggestions for further Study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Effective teaching and learning of mathematics at any level of education requires appropriate used of suitable strategies during the teaching learning process. However, teaching is the art of unleashing the potentials that are inherent in the recipient, so as to draw out knowledge from the students (Janes, 2018). Moreover, the ability to do this involves making a choice of the most appropriate pedagogical strategy that would ensure optimal assimilation of the instruction from the giver.

Consequently, primary education is the foundation upon which the rest of the education system is built. Moreover, at this level of education, the teaching of mathematics requires instructional strategy. Thus, that will promote participation of learners in the classroom. Furthermore, Iwuoha in Okereke (2023) observed the absence of mathematics of many physical quantities and non- availability of daily basic activities in our schools.

 

INSTRUCTIONAL STRATEGIES AND PUPILS ACADEMIC ACHIEVEMENT IN MATHEMATICS IN PRIMARY SCHOOLS

The same reason must have compelled the Federal Government of Nigeria FGN, (2014) to accord a compulsory status to mathematics at the primary and secondary levels of education. Despite the noble roles played by mathematics to life and modern civilization, it is highly regrettable that the strategies for teaching and learning of this subject at primary level are still not encouraging. The instructional strategies and pupils academic achievement in mathematics in primary schools.

Therefore, it is assured that this has established a general fear and hatred for mathematics, a situation which has resulted into decline in terminal, and external pupil’s performance in mathematics at common Entrance Examination. Based on this premise, the present study was designed to further investigate instructional strategies and pupils academic achievement in mathematics in primary schools.

 

1.2  Statement of the Problem

Without reservation, the researcher has observed in recent times that most of our primary school pupils exhibit poor numeric skills development which has reflected in the poor performance in mathematics. However, the researcher wonders if the poor numeric skills development is not a reflection of the way mathematics has been presented.

The poor numeric skills development is attributed to a lot of factors including poor application of instructional materials, poor selection of instructional strategies, teachers’ quality and non-conducive environment as well as parental factors. Therefore, the intention of this study is to investigate the instructional strategies and pupils academic achievement in mathematics in primary schools.

 

  1.3 Purpose of the Study

The main purpose of this study is to examine instructional strategies and pupils academic achievement in mathematics in primary schools. Specifically, the study sought to:

–       compare guided-discovery instructional strategy (GDIS) and demonstration strategies on pupil’s academic performance in mathematics in primary schools in Abak Local Government Area.

–       determine whether academic achievement in mathematics differs when taught using cooperative and demonstration strategies.

 

1.4    Significance of the Study 

The findings of this study will be of utmost importance to pupils, mathematics teachers, curriculum planners and Ministry of Education in the following ways:

–      Firstly, it will assist the pupil’s by providing diverse ways of effective learning of mathematics within and outside the classroom. The instructional strategies and pupils academic achievement in mathematics in primary schools.

 

–       Secondly, Mathematics teachers will gain from this study as it will guide them in using appropriate instructional strategy in providing the pupils with well equipped foundation in mathematics.

 

1.5    Research Questions

The following research questions were raised to direct the study. Thus:

–       To what extent does academic achievement of pupil’s mathematics differ when taught using guided-discovery and demonstration strategies?

–       To what extent does pupil’s academic achievement differ when taught using cooperative and demonstration strategies?

 

1.6  Research Hypotheses

Two null hypotheses were formulated to guide this study thus:

–       There is no significant difference in academic achievement in mathematics between pupils taught using guided discovery and those taught with demonstration strategies.

–       There is no significant difference in academic achievement in mathematics between pupils taught using cooperative and those taught with demonstration strategies.

 

Definition of Terms

The following terms were operationally defined:

Instructional Strategies: Are ways through which the teachers use in giving instruction in the classroom. These include guided-discovery, lecture cooperative, demonstration and discussion strategies.

Academic Achievement: This refers to the outcome of pupil’s effort in mathematics either in continuous assessment or examination.

Pupils: In brief, these include learners at primary level of education.

 

Conclusion

Following the results obtained from the findings, the following conclusions were drawn.

a      There was a significant difference in academic achievement in mathematics between pupils taught using guided discovery and demonstration strategies. Evidence revealed that pupils taught using guided discovery strategy performed better than those taught using demonstration strategy. The instructional strategies and pupils academic achievement in mathematics in primary schools.

b      There was a significant difference in academic achievement in mathematics between pupils taught using cooperative and demonstration strategies.

 

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