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EFFECT OF
SELF-INSTRUCTION STRATEGY ON PUPILS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS
Abstract
. This study
examined the effect of self-instruction strategy on pupils’ achievement and
interest in mathematics. The study adopted a quasi-experimental non-equivalent
pre-test-post-test control group design involving one experimental and one
control group. The population of the study consists fifty-two (52) primary five
pupils from two primary schools in Nsukka Central in Nsukka Local Government
Area of Enugu State. Six research questions and six null hypotheses guided the
study. The null hypotheses were tested at 0.05 level of significance. Two
instruments used for data collection were researcher-made Mathematics
Achievement Test and Mathematics Interest Inventory. The instruments were
validated by five experts. To ensure content validity of the Mathematics
Achievement Test (MAT), a table of specification was designed for the test. The
MAT was trial-tested to determine its psychometric indices and reliability
coefficient. Its internal consistency reliability coefficient was determined
using the K-R0 (Kuder Richardson) procedure and this yielded a K-R20 estimate
of 0.73. To test for its stability a test-retest was carried out, and using
Pearson Product Moment Correlation Coefficient, the calculated Pearson r was
0.69. The internal consistency of the Mathematics Interest Inventory (MII) was
established using Cronbach Alpha reliability method, and an estimate of 0.77
was obtained. Mean and Standard deviation were used to answer the research
questions while analysis of covariance (ANCOVA) was used to test the
hypotheses. Major findings of the study showed that exposing pupils to
self-instruction strategy significantly enhanced their achievement in
mathematics. Using self-instruction strategy increased the pupils’ interest in
mathematics. Gender has no significant influence on both achievement and
interest of pupils in mathematics. There is no significant interaction effect
of gender and self-instruction strategy on pupils’ achievement in mathematics.
There is no significant interaction effect of gender and instruction in
self-instruction strategy on pupils’ interest in mathematics. Based on these
findings, conclusions were drawn and the educational implications were
extensively discussed. Among the recommendations made were: Teachers should
expose pupils to the use of self-instruction strategy by giving them
opportunity to practice the strategy and gain mastery of it. Teachers
themselves should be taught the self-instruction strategy. The Self-instruction
strategy could be incorporated into teacher-training programme.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education
has become one of the most powerful instruments through which a child acquires
knowledge, skills, habits, values and attitudes in modern societies. It is also
used for laying the foundation for sustainable growth and development of a
nation. This explains why the National Policy on Education (FRN, 2004)
stipulates that every Nigerian child has a right to education for the purpose
of engendering national development. National development is achieved through
pre-primary, primary, secondary and tertiary levels of education. At the lower
and middle basic education which is from primary 1-6, the child is expected to
develop the ability to read, write, and do arithmetic. According to the
National Policy on Education (FRN, 2004), primary education is the education
given to children aged 6 to 11 plus. It is at this level that the rest of
education system is built upon; it is the key to the success or failure of any
educational system. The World Bank (2006) has rightly stated that primary
education is the foundation of all learning and the first phase of lifelong
education. Primary education is one of the levels of the educational system,
and it runs for six years. It is aimed at developing basic skills as well as
transmission of the culture of the people to younger generations.
These basic
skills prepare a child for future life in society. In other words, primary
education helps to eradicate illiteracy which seems to be one of the strongest
predictors of poverty. Primary education appears to be the only level of
education that is available in both developed and the developing countries as
well as in urban and rural areas.
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