Abstract

COMPARATIVE STUDY OF THREE INSTRUCTIONAL STRATEGIES ON STUDENTS? PERFORMANCE IN MATHEMATICS IN PHALGA, RIVERS STATE

Ndubisi, E. E and Ekwueme, C. O. (Prof)

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Abstract The purpose of this study was to find out the effect of hands-on, cooperative and collaborative instructional strategies on Mathematics students? performance in probability.Quasi-experimentalresearch design was adopted for this study. The study was carried out in Port-Harcourt Local Government Area (PHALGA) of Rivers State. Four (4) schools were randomly selected using simple random sampling technique from the population of co-educational schools in PHALGA and a sample of 144 students was used. Probability Strategy Test (PST) was used as instrument for data collection. The reliability of the instrument was determined using Pearson Product Moment after test-retest method and the reliability coefficient was found to be 0.704. Descriptive statistics was used to answer the research questions while ANCOVA and t-test were used to test the hypotheses. The results of the findings revealed that students in the experimental group achieved significantly higher than those in the control group; however, there is no significant difference in the mean performance scores of the students taught probability using hands-on, cooperative and collaborative instructional strategies; and no significant difference in gender exist in the mean performance scores of the students in probability in the use of each of the three instructional strategies. Based on the findings, it was recommended among others that Mathematics teachers should incorporate the use of the three instructional strategies in the teaching of mathematical concepts especially probability but should vary their use of the instructional strategies in order to suite the different needs of the students. Key words: Instructional strategies, students? performance, mathematics

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