COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
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COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
ABSTRACT
The aim of this study was to compare the
effectiveness of mathematical game and instructional analogy on
achievement and interest of JS2 mathematics students. Six research
questions and eight null hypotheses provided focus to the study.
Literature confirmed that game activity was more physical (hands-on)
than analogy activity which was more intellectual (minds-on). The design
was quasi- experimental that employed a pre-test, post-test`
non-randomized control groups. A total of 246 mathematics students
stratified and randomly selected from students’ population of 3900 were
involved in the study. Two instruments: Mathematics Interest Inventory
(MIntIv) and Mathematics Achievement Test (MAT) were used for data
collection and were validated by the experts and the reliability
established to be 0.85 and 0.89 respectively. Also, mathematical game,
bridging analogy teaching plan and lesson plan were used as
instructional tools. Results were analyzed using mean, standard
deviation, 2 x 3 Multivariate Analysis of Covariance (MANCOVA) and Z-
test. From the findings, it was observed that; game and bridging analogy
teaching enhanced both achievement and interest in mathematics more
than lecture method; no significant difference exists in the
achievement and interest of male and female mathematics students taught
with either game or analogy; there was no significant interaction
between teaching methods and gender on students’ achievement in
mathematics; and a non-significant interaction effect was observed
between teaching methods and gender as measured by the students interest
in mathematics. Since game and analogy enhanced achievement and
interest of mathematics (male and female) students equally, by
implication teacher effectiveness resulting from the use of these
techniques will affect students in learning mathematics which may result
to a remarkable achievement and sustenance of learners interest. The
study recommended that mathematics teachers should provide instructional
activities such as games and bridging analogy teaching before, within
and after a mathematics lesson in order to relate mathematics to real
life; and to ensure that mathematics teachers grasp the tenets of the
two techniques, pre-service mathematics teachers should be trained on
their uses during their training process and the in-serving mathematics
teachers alsore-trained.
CHAPTER ONE INTRODUCTION
Background to theStudy
For science and technology to successfully achieve the goals of
sustainable development in any country, there is need to engage
creatively in science and mathematics education. Bajah (2000) noted that
no nation can make any meaningful progress in the information
technology age, particularly in economic development without technology
which has science and mathematics as its foundations. This is because
the level of Science, Technology and Mathematics Education (STME) of any
nation has been widely accepted to be indicative of that nation’s
socio-economic and geo-politicaldevelopment.
In the National Policy on Education, Federal Republic of Nigeria
(2004), mathematics is one of the core subjects to be offered by all
students up till the tertiary levels of education. This compulsory
nature of mathematics carries with it the assumption that the knowledge
of the subject is essential for all members of the society. In fact,
mathematics competence is a critical determinant of the post- secondary
education and career options available to young people (Okereke, 2006).
Stressing on the importance of mathematics, Ukeje (1986) described the
subject as the mirror of civilization in all the centuries of
painstaking calculation and the most basic disciplinefor
any person who would be truly educated in any science and in many otherendeavours.
Despite the importance placed on
mathematics, it is very disappointing to note that students’ performance
in the subject at both internal and external examinations has remained
consistently poor. Also, statistics show that mass failure in
mathematics examination is real and the trend of students’ performance
has been on the decline (Betiku, 2002; Maduabum&Odili 2006; WAEC,
2008; NECO,2009).
Many variables had been identified by
Betiku (2002) as responsible for the poor performance of students in
mathematics. Such variables include governments, curriculum, examination
bodies, teachers, students, home, and textbook. The government failed
to train and recruit more qualified mathematics teachers with a teacher:
student ratio of 1:80 that will handle the abstract curriculum that
does not address to immediate use of mathematics in everyday life. Some
of the available few mathematics teachers give the students impression
that mathematics is meant for special people. Apart from these
variables, some specific variables have been identified by
Udeinya&Okabiah (1991) and Amazigo (2000) to include: poor primary
school background in mathematics, lack of interest on the part of the
students, lack of incentives for the teachers, incompetent teachers in
primary schools, students not interested in hard work,
COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
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For science and technology to successfully achieve the goals of sustainable development in any country, there is need to engage creatively in science and mathematics education. Bajah (2000) noted that no nation can make any meaningful progress in the information technology age, particularly in economic development without technology which has science and mathematics as its foundations. This is because the level of Science, Technology and Mathematics Education (STME) of any nation has been widely accepted to be indicative of that nation’s socio-economic and geo-politicaldevelopment... education project topics
COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS