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African Research Review

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Effects of Direct and Indirect Instructional Strategies on Students‟ Achievement in Mathematics

OT Oladayo, CE Oladayo

Abstract


This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact classes (A & B) was drawn using simple random sampling (Balloting) on class basis. Group A students were taught Mathematics using Direct Instructional strategy, while Group B students were taught using Indirect Instructional strategy. The treatment lasted for 10 weeks of 20 sessions. Three research questions and three null hypotheses guided the study. Mathematics Achievement Test (MAT) was administered on the subjects at the end of treatment. The MAT was validated and its reliability test produced co-efficient of 0.86. Data collected were analyzed with Mean (x), Standard Deviation (SD), t-test analysis. Results got after data analysis indicated that direct instructional strategy has a better effect on students achievement in Mathematics compared to indirect instructional strategy; significant difference existed between direct and indirect instruction on students achievement in Mathematics; and gender is a significant factor in determining the effect of direct and indirect instructional strategy on students‟ achievement in Mathematics, in favour of the males. Based on these results, recommendations were made for the adoption of direct instructional strategy in teaching Mathematics in secondary schools.



http://dx.doi.org/10.4314/afrrev.v6i4.24
AJOL African Journals Online