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, their learning outcomes have continued to be very low. Evidence from the secondary school continuous assessment records in Akwa Ibom State has shown a consistent failure rate in Mathematics for some years. West African Examination Council (WAEC) Chief Examiner’s Report shows evidence of poor Mathematics achievement. For instance, in 2006, only 177,800, candidates representing 15% of the 1, 184,384, that sat for the examination obtained credits in five subject including, Mathematics similarly in 2007, only a 25% of the total population of 1,275,330 candidates that sat for May/June WAEC passed with credit in Mathematics. According to the result announced by the West African Examination Council (WAEC Chief Examiner Report, 2008) a total of 325,754 candidates representing 25.54% of the population obtained credit and above other candidates (2.95%) of the total figure obtained five credits and above in 5 subjects but without English and Mathematics of that number the council said 165,994, (13.02%) were male candidate while 159,760 (12.52%) were female candidates (WAEC Chief Examiner Report, 2006, 2007 and2008). These are indications of low achievement in mathematics which may be due to poor teaching or lack of interest on the part of the candidates or the perceived Phobia for the subject (Exams Ethics Project, 2002).
The low achieving mathematics students therefore, need special intervention if they must record success in dealing with mathematical problem. Low mathematics achievers are those students whose achievement are consistently very low and who, in spite of effects to cope, may be quite slow, confused and lack confidence in themselves (Okobukola, 1994). They are those whose achievements are consistently below average and who may have numerous aversions associated with solving arithmetic related problems (Montague, 1998). Such problems according to Obioma and Obuche 1985, Okeke and Ochuba 1989, could be contributed to a number of environmental factors such as peer group influence, relationship with teachers, cultural factors and school factors.
Recent studies in Nigeria show that most learners do not have effective strategy that could facilities learning, including the learning of mathematics (Eze, 2003). Instead, they adopt rote learning methods which have been found to be ineffective for learning complex task (Eze, 2007). Many studies have been carried out on the teaching strategies which were to be effective. They include the use of advance organizers, concept mapping, and group activity strategies (Okebukola, 1994; Idowu, 2002). These methods seem to be inadequate for teaching mathematics. Mathematics is a subject requiring problem solving and such strategies as using dice and student achievement in mathematics in teaching probability will help to transfer responsibility of learning by developing in the learners self- regulating skills to mathematics achievement.
Gender as a psychological construct has been used to describe maleness and femaleness. Mboto and Bassey (2004) looked at gender as a term that describes the behaviour and attitude expected of an individual on the basis of being born either male or female. Evidence has shown that studies on gender as a factor in mathematics achievement have focused mainly on such variable as gender stereotype in training and assessment and that very few studies have investigated how gender interacts with skills needed for mathematics achievement (Omrin, 2005). Betiku (2002) in a study reported that gender differences in the achievements of students (boys and girls) in Science, Tecnoloy and Mathematics (STM) show a line of difference in favour of boy. That is to say boys perform better in mathematics than girls while some other research studies show evidence of girls superiority over boys in mathematics (David, Lay and Kay 1987). These findings show, inconsistencies in the research finding on gender difference in mathematics achievement. The study may therefore, contributed significantly to the unresolved controversy on gender factor in mathematics achievement of the study.
In spite of various efforts by teachers, researchers, and governmental organizations to develop effective and efficient methods of teaching and learning mathematics in school in order to meet the science, technological and manpower needs of the nation (Nworgu, 1999) achievement in mathematics still fall below acceptable level as many students’ achievement are low despite the role mathematics plays in technological development. Low mathematics achievement relates to the issue of how Nigeria can position herself to achieve the scientific and technological requirement for survival in the 21st century. According to cogontive psychological, efficient learners would actively self regulate their behaviour and pursue learning in an independent, active and deliberate manner (Zimmerman, 1990, Butter, and Winner, 1995; Flavell, 1985). They are effective in their management of the learning experiences (Schunk, and Zimmerman, 1994) motivated and become meta-cognitively active in the process of learning (Eze 2007).
Probability as a major topic in mathematics can help to improve the performance of the students if the teachers employ games in teaching the concept.
DETERMINATION OF THE INFLUENCE OF TEACHING PROBABILITY USING GAMES ON JUNIOR SECONDARY AND STUDENTS ACHIEVEMENT IN MATHEMATICS IN ORON LOCAL GOVERNMENT AREA