Effect of Self-instruction Strategy on Pupils’ Achievement and Interest in Mathematics

Effect of Self-instruction Strategy on Pupils’ Achievement and Interest in Mathematics

CHAPTER ONE

Objective of the Study

The main purpose of this study is to determine the effect of self-instruction strategy on pupils’ achievement and interest in mathematics. Specifically, the study seeks to determine:

1. The difference between the mean mathematics achievement scores of pupils exposed to self-instruction strategy and of those not exposed to it as measured by the Mathematics Achievement Test (MAT).
2. The difference between the mean mathematics interest scores of pupils exposed to self-instruction strategy and of those not exposed to it as measured by Mathematics Interest Inventory (MII).
3. The influence of gender on mean mathematics achievement scores of pupils exposed to self-instruction strategy and those not exposed to it as measured by the Mathematics Achievement
4. The influence of gender on mean mathematics interest scores of pupils exposed to self-instruction strategy and those not exposed to it as measured by Mathematics Interest Inventory (MII).
5. The interaction effect of treatment and gender on mean mathematics achievement scores of pupils exposed to self-instruction
6. The interaction effect of treatment and gender on mean mathematics interest scores of pupils exposed to self-instruction

CHAPTER TWO

REVIEW OF LITERATURE

In this chapter, review of related literature is presented under the conceptual framework, theoretical framework, empirical studies and summary of literature reviewed.

Conceptual Framework

• Concept of Primary Education
• Concept of Self-Instruction Strategy
• Concept of Achievement
• Concept of Interest
• Concept of Basic Operations in Mathematics
• Concept of Gender
• Schematic Relationship among Self-Instruction, Pupils’ Achievement, and

Theoretical Framework

• Theory of Cognitive Development by Piaget
• Constructivist Theory by Lev Vygotsky
• Social Cognitive Theory by Bandura
• Principles of Learning and Instruction by Montessori

Review of Empirical Studies

• Studies Related to Self-Instruction Strategy and Achievement
• Studies Related to Multiplication and Division
• Studies Related to Effect of Self-Instruction Strategy on Achievement and Interest
• Studies Related to Gender as a factor in Pupils’ Achievement and

Summary of Review of Literature

Conceptual Framework Concept of Primary Education

Children are the future adults in every society. They are individuals with unique needs. At the young age, children are still dependent on parents or any other adults for provision of their needs. One of the children’s needs is education. This explains why the Federal Republic of Nigeria (FRN, 2004) has an educational policy that gives every Nigerian child a right to education. According to the National Policy on Education (FRN, 2004), a primary school child is someone who is aged six to eleven years plus. According to UNESCO (2007), a child is a human being below the age of eighteen years. In this study a child refers to a pupil who studies at the primary level of education.

Primary education is a spring board from which other levels of education take off. It is the bedrock as well as the road to national development. Primary education as referred to in National Policy on Education is the education given in institutions for children aged six to eleven years plus (FRN 2004). Because this level is the foundation in the educational system, it is regarded as the key to success or failure of the whole education system. It is organized and runs for six years. The first three classes (1-3) are lower primary while classes four to six (4-6) are upper primary (NERDC, 2007). It is aimed at developing basic literacy, numeracy, communication skills and transmission of the culture of the people to younger generation. It is the most important level of education because this level appears to affect the greatest number of Nigerians. UNESCO (2007) explained that primary education is the largest sub-sector of any education system and offers the unique opportunity to contribute to the transformation of societies through the education of the young ones.

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CHAPTER THREE

RESEARCH METHOD

This chapter presents the procedure adopted in carrying out the study. The research design, area of the study, population for the study, sample and sampling techniques, instrument for data collection, validation of the instrument, reliability of the instrument, experimental procedure, procedure for data collection and method of data analysis are discussed.

Design of the Study

This study adopted a quasi-experimental research design which, according to Nworgu (2006), is an experiment where randomization of subjects of experimental and control groups is not possible. It is a non-equivalent pre-test post-test control group design, with one experimental group adopting self- instruction strategy and one control group using the conventional strategy. This is considered appropriate because, according to Uzoagulu (2011), there will be no randomization of the subjects into treatment and control groups. It controls the internal validity threats of the initial group equivalence and researcher’s selection bias. Intact classes were used to avoid disturbing the normal classes in terms of classroom schedule.

Area of the Study

The study was carried out in Nsukka Local Government Area of Enugu State. Nsukka Local Government Area is made up of three education development centres namely: Nsukka-Central, Nsukka-East and Nsukka-West Education Development Centres. Nsukka-Central is the headquarters of the education development centres. The Local Government Area has 52 primary schools with a total of 1,552 primary five pupils (NLGEA, Nsukka Central 2012/2013, see appendix I p.123). A preliminary survey conducted by the researcher revealed that primary school pupils in this area of study perform poorly in mathematics.

Population of the Study

The target population for this study consists of all the 1,552 primary five (5) pupils in the 52 primary schools in Nsukka Local Government (Nsukka Local Government Education Authority, 2012/2013 session). The rationale for choosing primary five is based on the fact that it is in this class that pupils are introduced to higher level of multiplication and division of numbers in mathematics. They experience problems and need to be assisted with effective learning strategy. More so, it is assumed that the pupils have attained the concrete operational stage of cognitive development. At this stage, they can be taught learning skills that would be utilised for self-instruction strategy.

CHAPTER FOUR

RESULTS

The results of the study are presented in line with the research questions and hypotheses that guided the study.

Research Question One

What is the difference between the mean mathematics achievement scores of pupils exposed to self-instruction strategy and of those not exposed to it as measured by the Mathematics Achievement Test (MAT)?

Table 1 above shows that pupils exposed to self-instruction strategy had a pre-test mean score of 23.37, with a standard deviation of 12.57 while the post-test mean score was 43.04 and a standard deviation of 21.57. The mean gain score between the pre-test and the post-test in experimental group was 19.67. The standard deviations of 12.57 at pre-test and 21.57 at post-test for the experimental group shows that as the group’s mean score increased, the variability of the scores grew wider.

The pupils in the control group had a pre-test mean score of 12.36 with a standard deviation of 6.26 and a post-test mean score of 17.44 with a standard deviation of 10.69. The mean gain score for the control group was 5.08. The mean gain scores of the experimental and control groups are 19.67 and 5.08, respectively. This suggests that the pupils who were exposed to self-instruction strategy achieved more than those who were not exposed to it. A corresponding hypothesis formulated to further answer the research question is HO₁.

CHAPTER FIVE

DISCUSSION OF RESULTS, CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS AND SUMMARY

This chapter discusses the major findings of the study and their educational implications. Recommendations, conclusions, suggestions for further study and summary of the study are also included in this chapter.

Discussion of the Findings

The findings of this study were discussed in line with the research questions and hypotheses raised in the study under the following headings:

1. Effect of self-instruction strategy on pupils’ achievement in
2. Effect of self-instruction strategy on pupils’ interest in
3. Influence of gender on mathematics achievement of pupils
4. Influence of gender on pupils’ interest in mathematics
5. Interaction effect of self-instruction strategy and gender on pupils’ achievement in mathematics
6. Interaction effect of self-instruction strategy and gender on pupils’ interest in mathematics

Effect of self-instruction Strategy on Pupils’ Achievement in Mathematics

The result of the study indicates that self-instruction strategy has a significant effect on pupils’ achievement in mathematics. Pupils who were taught mathematics using self-instruction strategy achieved significantly higher than those taught without using the strategy. The finding of this study is in line with the findings of some earlier studies on the positive effect of different learning strategies with respect to pupils’ achievement in mathematics. The studies conducted by Mahn and Greenwood (1990), Case, Harris and Graham (1992); Eze (2005) provide credence for the present study. The studies showed that there is a significant difference in the mathematics achievement of pupils in the treatment group that used self-instruction strategies than

in the achievement of pupils in the control group. The enhancement in pupils’ achievement in mathematics could be due to the pupils’ understanding of the self- instruction strategy. This could be so in that the pupils spent some time and adequate practice to learn the strategy and by the time the strategy was learnt, the pupils easily applied the process and took appropriate steps in solving mathematical problems. The strategy could also have assisted the pupils to be focused and to organize the learning task in a logical manner. Zimmerman (2001) noted that when students are explicitly taught self-regulatory strategies and are also given ample opportunity to practice the strategy, there is the tendency that the academic achievement of the students will improve. Corroborating this, Eze (2005) noted that exposing pupils to the use of self-instruction strategies leads to superior achievement of those exposed to the strategy. The finding of this study suggests that self-instruction strategy help pupils to actively be in-charge of the learning process and to monitor the progress in learning exercise. As pupils are deeply involved in active learning, they are able to learn the processes involved in solving mathematical problems.

Effect of Self-Instruction Strategy on Pupils’ Interest in Mathematics

The results of this study show that self-instruction strategy significantly enhanced the interest of pupils in mathematics. Those in the treatment group had a significantly higher mean interest rating in mathematics interest inventory than those in the control group.

The finding of this study is in line with the findings of some earlier studies which indicated that interest determines the level of learning outcomes. Harbour- Peters (2001), George (2006), Miner and Lauri (2008) found that students develop more competence in subjects they are interested. In effect, the interest students show in an activity or in an area of knowledge predicts how much they will attend to it and how well they process, comprehend and remember it (Deci, 1992, Stipek, 2002). In the same line of thought, Camahallan cited in Eze and Onuigbo (2011) observed that teaching students what to learn and how to learn can increase the students’ interest and desire to practice. As the students practice and realize some positive outcomes and success, they gain greater confidence in their ability to succeed in mathematics. Their interest and urge to do more also increases. Self- instructional strategy enables pupils to actively be in-charge of their own learning process, monitor their progress, evaluate and reinforce themselves, enhance learning and promote interest. This could be the reason for the higher interest in learning mathematics as demonstrated by pupils in the experimental group.

Influence of Gender on Mathematics Achievement of Pupils

The result of this study showed that male and female pupils in the experimental group performed better than their counterparts in the control group in mathematics achievement. An important finding is that the female pupils in the experimental group had higher mean achievement scores than their male counterparts. However, the analysis of covariance (ANCOVA) for gender as main effect indicates that gender has no significant influence on the mathematics achievement of pupils. This means that gender is not a significant factor in the use of the learning strategy. The finding is in consonance with the studies conducted by Meremikwu (2002), Ezeahurukwe (2010) and Yanusa (2010) which also showed that there is no significant difference in the performance of boys and girls in mathematics achievement using learning strategies.

These findings, however, contradict some earlier finding which portray gender as a significant factor in mathematics achievement (Betiku, 2002; Etukudo, 2002; Eraikhuemen, 2003; and Ogunkunle, 2007). The results obtained indicate that male pupils had higher mean scores than the females in mathematics achievement test. The findings of this study could be explained in line with the view of Santrock (2007) who stated that gender has no direct effect on mathematics achievement. This was based on the fact that male and female students have capable brains and are equally gifted in mathematics. The claim of one gender outperforming the other cannot be completely authenticated, neither can superiority be generalized. However, any little gender difference can be attributed to factors such as attitude, teaching method, gender disparity and cultural expectations. Exposing pupils to self-instruction strategy may have removed the differences that existed between the two genders. This implies that both male and female pupils benefited significantly from the strategy. However, the non-significant difference in mathematics achievement of male and female pupils could also be attributed to effective use of self-instruction strategy which ensured pupils’ active participation in the learning process.

Influence of Gender on Pupils’ Interest in Mathematics When Exposed to Self-Instruction Strategy

The study revealed that male and female pupils in the treatment group had higher mean interest scores than those in the control group. The male pupils in the treatment group had higher mean interest scores than the females. However, the analysis of covariance (ANCOVA) for gender as main effect indicates that there is no significant difference in the mean interest scores of male and female pupils. This implies that gender is not a significant factor in the mean interest scores of pupils taught using self-instruction strategy. This finding is in consonance with the studies conducted by Omirin (2005), George (2006), Uroko (2010), and Yunusa (2010) which showed that gender is not a significant factor in the mean interest scores of students exposed to the learning exercise. This finding is further supported by the study of George (2006) which maintained that sex differences diminish when more favourable task conditions that promote interest in mathematics task-accomplishment are presented. The factors which create gender differences in task-accomplishment are removed when equal opportunities are created for male and female pupils especially with equal involvement in the use of strategy.

Interaction Effect of Self-instruction Strategy and Gender on Pupils’ Achievement in Mathematics

This study found that there is no significant interaction effect of self- instruction strategy and gender on pupils’ achievement in mathematics. This finding is in line with the study of Eze and Onuigbo (2009) which showed that there is no significant interaction effect of instruction in metacognitive skills and gender on low achieving students’ mean achievement scores in selected science concepts. Also in agreement with the finding of this study, is the work done by Eze and Ezeahurukwe (2009) which found that the interaction effect of metacognitive self assessment and gender on senior primary school pupils’ mathematics self- efficiency was not significant. The finding is in support of the earlier finding of Yunusa (2010) which showed no significant interaction effect of gender and instruction in metacognitive skills on mathematics achievement of low-achieving students. This implies that both male and female pupils benefited equally from the exposure to active participation in the self-instruction strategy.

Interaction Effect of Self-instruction Strategy and Gender on Pupils’ Interest in Mathematics

The study reveals that there is no significant interaction effect of self- instruction strategy and gender on pupils’ interest in mathematics. The finding of this study is in agreement with that of Yunusa (2010) which found that the interaction effect of gender and the metacognitive skills on interest in mathematics of low-achieving students as measured by their mean score on mathematics interest inventory was not significant. That there is no significant interaction effect of self-instruction strategy and gender on pupils’ interest in mathematics as stated in this study. This study reveals that the relative effect of self-instruction strategy and interest is consistent across the genders involved. The implication is that both male and female pupils exposed to self-instruction strategy, with regards to interest, benefited significantly and equally.

Conclusions

This study indicated that using self-instruction strategy for teaching multiplication and division in mathematics enhanced pupils’ achievement and increased their level of interest in the subject. Male and female pupils taught mathematics content with self-instruction strategy achieved equally and exhibited the same level of interest in the subject. This implies that gender has no significant influence in the achievement and interest of pupils exposed to self-instruction strategy in mathematics. Equally, the interaction effect of teaching mathematics content with self-instruction strategy and gender was not significant in the achievement and interest of pupils.

Educational Implications

The findings of this study have relevant educational implications for teachers, pupils, curriculum planners, text book authors and institutions. The study provides an empirical evidence of the effectiveness of self-instruction strategy in enhancing the interest and achievement of pupils in mathematics. The findings suggest the need for pupils to be trained in self-instruction strategy in order to promote their learning.

The implication of training pupils in self-instruction strategy is that their teachers themselves have to master the strategy as well as acquire the techniques and skills for giving instruction on this strategy.

The result of this study reveals that pupils can use self-instruction strategy to achieve better. This has implications for educational curriculum planners. They may have to modify the primary school curriculum instructions to include self- instruction strategy which would enhance achievement among pupils. This implies that teacher training colleges could incorporate the strategy in their repertoire of instruction strategies that student teachers should be taught.

The findings from this study suggest that text book writers may have to provide books that will integrate the learning strategy in such a way that would encourage the teachers and pupils to use the strategy. Because of the efficacy of this strategy at the primary school level, these writers may be sensitised to incorporate it in their books even at the secondary school level.

Recommendations

Based on the findings of this study and the educational implications, the following recommendations are made:

• Pupils should be exposed to self-instruction strategy since the findings of this study indicate that it has a facilitative effect on their achievement and interest in
• Pupils should be exposed to the use of self-instruction strategy, irrespective of their gender as they all benefited significantly from the strategy
• Evidence from the study indicates that the self-instruction strategy could be The in-service teachers should, therefore, be taught this strategy as they themselves need to be equipped with the most effective ways of teaching their pupils mathematics.
• Teacher training institutions should incorporate the strategy in their repertoire of instruction strategies that student teachers should be taught to equip them with relevant teaching
• Federal and State Ministries of Education, Universal Basic Education Board (UBE), Institutions and Colleges as well as other organised bodies interested in the education of the child should organise conferences, workshops, seminars and enlightenment programmes for teachers on how to use such, effective instruction
• Through these conferences, workshops, seminars and enlightenment programmes, teachers should be encouraged to make learning pupil-centred and not teacher-centred. They should ensure that pupils are actively involved in the learning activity by allowing them to take active participation in every learning

REFERENCES

• Adani, A. C.(2011) Effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Unpublished M.Ed Project. University of Nigeria, Nsukka.
• Adebayo, A.O. (2001). The place of mathematics in Nigerian secondary schools: Course on effective teaching of Mathematics in secondary schools. Phase 2 Lagos State Public Service Staff Development Centre. Magodo, Lagos: 1-7.
• Adimora, E. (2012). Effect of comprehension monitoring strategy on achievement and interest of low-achieving students in reading comprehension. Unpublished Ph.D Thesis, University of Nigeria, Nsukka.
• Agwagah, U.N.V. (1993). Instruction in Mathematics reading as a factor in students’ achievement and interest in word problem solving. Unpublished Ph.D. Thesis. University of Nigeria, Nsukka.
• Agwagah, U.N.V. (2006). Primary Mathematics and Information and Communication Technology (ICT). Abacus. The Journal of Mathematical Association of Nigeria. 31(11), 11-26.
• Agwagah, U.N.V (2008). Mathematics beyond Calculation: Aesthetic values.
• Abacus: The Journal Mathematics Association of Nigeria, 33 (1), 70-79.
• Ahmed, Tijjani Rabiu (2000) Developing computational skills in the multiplication and division of numbers to primary school pupils. Abacus. The Journal of the Mathematical Association of Nigeria, 25(1) 14-19.
• Ainley, M., Hidi, S and Berndorf, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545-561.

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