Current Issue : October-December Volume : 2012 Issue Number : 4 Articles : 3 Articles
In this study, the effectiveness of effectiveness of Advance Organizer and Inductive Inquiry models on students’ academic achievement are explored. The main objectives of the study are to expose each of the two experimental groups to the Advance Organizer and inductive inquiry models, respectively and to compare the effectiveness of these models in the teaching of Algebra. The pre-test- post-test control group experimental design is chosen for the experiment. It is hypothesized that there would be significant difference between mean achievement scores of the two experimental groups and a control group on the post-test. The population of the study consisted of all the students of senior secondary class studying in Isuikwuato High School Isuikwuato, Abia State, Nigeria. The sample of the study consisted of 90 students of senior secondary class studying in the school. They were divided into three groups; each group consisting of 30 students. These groups are formed by matching on the basis of their pre-test scores. One of these groups is randomly chosen as control group and others as experimental groups. The independent variable in the study is model of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test. The experimental groups are exposed to the treatment of Advance Organizer and Inductive Inquiry teaching models while the control group was provided with conventional teaching. The material used for teaching the experimental groups consisted of the lesson plans prepared in the light of each teaching model according to Hunter’s seven planning steps. The obtained data is analyzed by using the statistical techniques such as mean, standard deviation, coefficient of variation, Scheffe test and simple analysis of variance in order to find out whether the difference in the mean achievement scores of the comparison groups was statistically significant. The level of significance used is 0.05. The main results of the study confirmed the research hypotheses. It is, therefore, concluded that students taught using Inductive Inquiry model performed better than those taught using Advance Organizer and Conventional teaching models in the post-test. The study results are in line with some previous studies but do not conform with some as well. This result can be subjected to further verification and confirmation. It is recommended that Inductive Inquiry model be used tentatively by teachers of mathematics while teaching in the senior secondary classes. Therefore, in future studies a blend of models may be used because there is no single model that is exclusively best for teaching all topics at all levels to all students....
The study explores the effectiveness of Inductive Inquiry model considering Conventional Teaching Method on students’ academic achievement on Circle Geometry and Trigonometry. The main objectives of the study are to expose the experimental group to the Inductive Inquiry model and compare the effectiveness of this mode of teaching in teaching circle geometry and trigonometry. The pre-test-post-test control group experimental design is used in this work. It is hypothesized that there would be significant difference between mean achievement scores of the experimental group and the control group on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory (FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups, formed through matching, on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the control group and the other experimental group. The independent variable in the study is model of teaching and the dependent variable is academic achievement of students. The dependent variable is measured through 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. The experimental group is exposed to the treatment of Inductive Inquiry model while the control group is provided with conventional teaching. It is found that experimental group performed better than the control group taught using the conventional method. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students....
This paper attempts a look at the knowledge of the subject matter of mathematics of National Teachers’ Institute’s (NTI) graduates who teach mathematics. It resulted from the poor performances of students at general examinations like the West African Examination Council (WAEC) and National Examination Council (NECO) examinations for which teachers receive the blame, especially those teaching at the basic levels (primary and junior secondary schools levels) of which the NTI graduates are the majority, FCT-UBE(2010). Hence they are being used for the study. The population of primary and junior secondary teachers in FCT Abuja was considered and a sample of one hundred and fifty (150) National Teachers’ Institute’s graduates who teach mathematics was used in carrying out the study to reveal their levels of knowledge of the subject matter of mathematics which will eventually guarantee positive learning and improve the performances of the students in the subject-Mathematics. The graduates were given three questions which validity and reliability were ascertained by three West African Examination Council (WAEC) team leaders in mathematics; to divide a whole number by fraction; multiply a three digit number by two digit number; compare the volumes of two cylinders in different ways using the same rectangular sheet of metal. They were to:(i)Provide the solutions to the problems,(ii)Explain giving reasons for the steps taken to reach their answers. Three phases of subject matter knowledge were used in the classification and discussions;(i)Professional tradition,(ii)Practical wisdom and(iii)Deliberate reflection. The data collected was analyzed using quantitative method. It shows that most of the students are still in the tradition phase and that there is no significant difference between the mean score of the male and female students. Among the recommendations is that teachers should endeavor to achieve both practical wisdom and deliberate reflection and inculcate same in their students....
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