DETERMINATION OF THE INFLUENCE OF TEACHING PROBABILITY USING GAMES ON JUNIOR SECONDARY AND STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN ORON LOCAL GOVERNMENT AREA
Abstract
The purpose of the study was to determine the influence of teaching probability using games on Junior secondary 2 and students’ achievement in mathematics in Oron Local Government Area of Akwa Ibom State, Nigeria. The investigation was delimited to probability. Relevant teaching theories such as the Piaget’s cognitive. Development theory by Piaget (1972) and Bruner’s theory of instruction by Bruner (1966). Activity and lecture method were used for both experimental and control groups. The population of the study consisted of 100 students from one secondary school in Oron in 2015/2016 academic school year. The instruments used in gathering data for the study was 20 test items on probability. Data gathered in this study were analysed using mean and standard deviation to answer research questions, and t-test. From the results obtained there is no significant difference in students’ achievement in mathematics when taught using activity and lecture method with dice game. Also, no significant difference exists in student’s ability level when taught probability using activity method and no significant difference in student’s achievement in mathematics based on gender.
CHAPTER ONE
INTRODUCTION
This chapter is organized under the following sub heading: Background of the study, statement of the problem, purpose of the study, research questions, and research hypotheses. Others are: Significance of the study, delimitation of the study, limitations of the study, and definition of terms.
1.1 Background of the Study
The proficiency gained in the study of Mathematics is extensively used in all aspects of human life. Mathematics plays a key role in shaping how individuals deal with the various areas of private, social, and civil life (Anthony and Walshaw, 2009). This justifies the compulsion of the study of the subject by all students who go through basic and secondary education in most countries. Mathematics is therefore a core subject at these levels of education in Nigeria. It is regrettable, that in the contemporary times many students struggle with Mathematics and their performance awfully low in trial examination. In Nigeria, students performance in Mathematics as a senior secondary school has not been encouraging of late. Candidate are reported to exhibit poor understanding of Mathematical concepts and are unable to form the applicable Mathematical models which could be tackled with the requisite skills (Chief Examiner’s Report, 2013 ). Lack of commitment and passion on the part of the teachers and students also contribute to low achievement in Mathematics.
Mathematics is a core subject in the schools. It has been describes as the key that unlocks the mystery of the subjects that shape and enhance logical thinking with its calculative inference and deductions (Exam. Ethics Project, 2002). In this contribution, Ikeriondu (2006), maintained that Mathematics offers the experience needed to develop ways of dealing with problems, not only at school but in all aspects of life. Generally, Mathematics is regarded a the key to success in the study of other sciences and science related disciplines (Iwuoha, 1986).
Most university in Nigeria insist on at least a pass in Mathematics for any course of study while a credit level pass is compulsory for any science related course (JAMB 20016, 2007, 2008). However, it has been observed to be a subject that scares many candidates. The truth is that Mathematics is a subject for all because virtually everybody, be they traders or sport men or carpenters, tailors or even farmers, make use of aspects of Mathematics in their daily activities (Ikeriondu 2006). According to Osuagwu, Anemdu, and Onyezili in 2000, the study of Mathematics permeates all fields of human endeavour and has found a place in sciences, architecture, engineering, industries aeronautic/space science, navigation, survey, nuclear energy to mention but few. Peter in 2000 opined that the challenge for schools is how to relate Mathematics concepts and theories to practical activities of daily life. While Okeke, and Ochuba (1989), Nwoke (1995) and Nateinyin (1995) were of the view that the teachers’ teaching method and mastery of the subject is the key determinant of students’ achievement. In spite of teachers’ effort to improve students’ Mathematics achievement in Nigeria especially in Akwa Ibom State,
DETERMINATION OF THE INFLUENCE OF TEACHING PROBABILITY USING GAMES ON JUNIOR SECONDARY AND STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN ORON LOCAL GOVERNMENT AREA
