EFFECTS OF EXPERIMENT AND IMPROVISATION BASED MODEL ON STUDENTS’ ACHIEVEMENT AND INTEREST IN CIRCLE THEOREMS
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EFFECTS OF
EXPERIMENT AND IMPROVISATION BASED MODEL ON STUDENTS’ ACHIEVEMENT AND INTEREST
IN CIRCLE THEOREMS
ABSTRACT
This study
investigated the effect of Experiment and Improvisations based model on senior
secondary two students’ achievement and interest in circle theorems. Experiment
and improvisation based model is an instructional model that the teacher has to
plan his/her lesson bearing in mind the learner (student) in mind in terms of
provision of activities that would bring out the concept being taught while
students perform the activities to “discover” what is required without the
teacher (facilitator) telling them. It is built on the Constructivist theories
whose major theme or theory is that learning is an active process in which
learners construct new ideas or concepts based on their current/past knowledge
in line with the model whose emphasis is on students’ active participation. To
guide the study, six research questions were presented and six hypotheses
formulated and tested at 0.05 probability level. Quasi-experimental design was
adopted for the study. The study was carried out in Plateau Central Directorate
of Education of Plateau state. Sample size of 330 SSII students were used for
the study. This sample was drawn using purposive sampling technique. Four
intact classes were used and grouped into two each of experimental and control
group. The experimental groups were taught using the experiment and
improvisation based model and the control groups taught using the Conventional
teaching strategy (CTS). The treatment lasted for four weeks. Two instruments
were used for data collection in this study, namely; Mathematics Achievement
Test (MAT) and the Mathematics Interest Scale (MIS). These two researcher made
instruments were drawn from the circle theorems content of SSII curriculum used
for pretest before treatment and posttest after the treatment. The result for
this was analyzed. The research questions were answered using mean and standard
deviation, while the research hypotheses were analyzed using the Analysis of
Covariance (ANCOVA) and tested at 0.05 level of significant. The findings of
the study revealed that there was no significant difference in the mean
achievement and interest of both males and female students in mathematics.
Research showed that students who were taught circle theorems with experiment
and improvisation based model achieved higher than students taught using the
Conventional teaching strategy. Experiment and improvisation based model also
arouse students’ interest in circle theorems. The result also showed that both
males and females achieve higher results. Based on this, a number of
recommendations were made. Among such, it was recommended that since experiment
and improvisation based model enhances students’ achievement and interest,
secondary mathematics teachers should be encouraged to use it in the classroom,
attend workshops regularly and be kin resourceful in improvisation in their
classrooms. However, the limitations, implication of the study and suggestions
for further studies were also made.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Mathematics
is an important subject in the secondary school, despite its importance;
students’ achievement and interest is reportedly low. It is indeed worrisome if
such is the situation in our secondary schools noting how hard it is to live a
meaningful life in the present modern world without the good knowledge of mathematics.
The knowledge, teaching and learning of this subject, mathematics is imperative
in every society if the citizens are to cope with the fast changing development
in science and technology. Furthermore; Mathematics is an intellectually
stimulating subject that affects every facet of human activity such as
politics, economy, science and technology (Abakpa and Iji, 2011). The
importance of mathematics to man has accounted for its inclusion in school
curriculum as a compulsory subject for every child of school age to acquire the
appropriate mathematical skills that will enable him cope with life challenges.
With regards to this, the Federal Government of Nigeria through the National
Policy on Education (FGN, 2004) stated that mathematics should be taught as a
core subject to all students at primary and secondary school level in order to
give a sound basis for scientific and reflective thinking, and prepare them for
the next level of education.
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