Evaluation of Students’ Achievement in Mathematics through Systematic and Explicit Instruction, Self-Instruction, Peer-Tutoring and Visual Representation

Autor:	John Tyavbee Ajai
Rok vydání:	2018
Předmět:	Mathematics education Achievement test Self instruction Sample (statistics) Representation (mathematics) Research question Peer tutor Reliability (statistics) Standard deviation Mathematics
Zdroj:	International Journal of Contemporary Research and Review. 9:20345-20353
ISSN:	0976-4852
DOI:	10.15520/ijcrr/2018/9/08/577
Popis:	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.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::dd30ceb28c85fd8f8053f3a93f68d6c2 https://doi.org/10.15520/ijcrr/2018/9/08/577 Zobrazit plný text záznamu