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Odili GA (2006).Mathematics in Nigerian secondary schools. A teaching perspective Port Harcourt: Anachuna Educational books.

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Article

Effect of Improvised Instructional Materials on Students’ Achievement in Geometry at the Upper Basic Education Level in Makurdi Metropolis, Benue State, Nigeria

1Department of Science Education College of Agricultural and Science Education, University of Agriculture, P. M. B. 2373, Makurdi Benue State, Nigeria

2Department of Mathematics Abia State Polytechnic Aba, Abia State, Nigeria


American Journal of Educational Research. 2014, Vol. 2 No. 7, 538-542
DOI: 10.12691/education-2-7-17
Copyright © 2014 Science and Education Publishing

Cite this paper:
Iji Clement O, Ogbole Patience O, Uka Nanna K. Effect of Improvised Instructional Materials on Students’ Achievement in Geometry at the Upper Basic Education Level in Makurdi Metropolis, Benue State, Nigeria. American Journal of Educational Research. 2014; 2(7):538-542. doi: 10.12691/education-2-7-17.

Correspondence to: Iji  Clement O, Department of Science Education College of Agricultural and Science Education, University of Agriculture, P. M. B. 2373, Makurdi Benue State, Nigeria. Email: ijiclements07@yahoo.com

Abstract

Among all approaches aimed at reducing poor mathematics achievement, adoption of appropriate methods of teaching appears to be more rewarding. In this study, improvised instructional materials were used to ascertain students’ geometry achievement at the upper basic education one. Two research questions were asked while two hypotheses were formulated and tested at 0.05 level of significance. It adopted a quasi-experimental design of non-randomized pre-test post-test control group type. Carried out at Makurdi metropolis with a population of 1680 universal basic education (UBE) students. From this, 139 students were sampled from four schools out of the 22 UBE schools. Instrument of the study was Geometry Achievement Test (GAT). Research questions asked were answered using descriptive statistic of mean and standard deviation while the hypotheses formulated were tested using Analysis of covariance. The study found that students taught with improvised instructional materials improved on their geometry achievement. Also that both male and female student in the experimental group improved more on their geometry achievement than those of the control group. Recommendations such as encouraging mathematics teachers to use improvised instructional materials in their mathematics classroom were made among others. Relevant and adequate conclusions were also made.

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