The Effect of Algebra Tiles Manipulative on Preservice Teacher’s Mathematics Knowledge in Teaching Basic Algebra (Published)
The purpose of the study was to examine the effect of algebra tiles manipulative on pre-service teachers’ achievement and also to investigate how the use of algebra tiles influence the pre-service teachers’ achievements in basic algebra. The research design was quasi- experimental precisely pretest-post-test design. The population of the study was all level 200 PSTs of Ashanti and Brong-Ahafo Zone colleges of education with a sample of 119 pre-service teachers selected through purposive, convenient and simple random. The instruments used were test and interview for the collection of both quantitative and qualitative data. From the t-test analysis, there was statistically significant difference which favored the experimental group in the pre and post-test. Also, large effect size was noticed from the experimental group pre and post –test analysis. The pre-service teachers had positive views about algebra tiles manipulatives as a teaching material.
Effect of Computer Assisted Instruction (CAI) On Senior High School Students’ Achievement at Pie Chart and Histogram in Core Mathematics (Published)
The study was designed to see the effect of CAI as a strategy on the academic achievement of senior high school (SHS) students in the subject area of mathematics. The sampled classes were assigned to two groups on the basis of their achievement scores in the pre-test. Two different treatments were applied during the study. The experimental group received instruction via CAI with the researcher as a facilitator while the control group was taught by the researcher using the conventional approach. Both groups took an achievement test just after the treatment was over to determine the treatment effect. Analysis of data revealed that both the CAI and the traditional approach have led to increase in students’ performance in the teaching and learning of Pie Chart and Histogram in Core Mathematics but the CAI approach has led to much gain in terms of students’ achievement than the traditional approach in the teaching and learning of Pie Chart and Histogram in Core Mathematics. It was concluded that the CAI was equally effective for the students in the experimental group because it helped students to develop Mathematical concepts adequately with limited teacher guidance
Effect of Instructional Resources on Student’s Achievement in Physics and Chemistry in Secondary Schools in Ebonyi State, Nigeria (Published)
This study effect of instructional resources on student’s achievement in physics in secondary schools in Ebonyi State of Nigeria is a quasi-experimental design that deals with pre-test, post-test, non-equivalent, control group. Intact classes were used for the study. The participants for the study were drawn from four secondary schools in Ebonyi State. The schools were selected through simple random sampling. All the physics students of SS II in the selected sample schools were used for the study. Two schools out of the four schools were assigned to the treatment group while the remaining two were assigned to the control group. Two packages were developed by the researcher for control and treatment groups. Three research questions and three hypotheses guided the work. One instrument was used for the study, i.e. physics achievement test (PAT). Mean and standard deviations were used to answer the research questions while ANCOVA was used to test the null hypotheses. The following findings were made, physics students taught with instructional resources achieved higher and better than those taught without instructional resources. There is no gender bias in terms of students achievement in physics. Among other recommendations, both male and female students should be encouraged through counselling to see physics as one of the subjects needed for the country technological break through.