Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics

Autor/inn/en	Adani, Anthony; Eskay, Michael; Onu, Victoria
Titel	Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics
Quelle	(2012), S.1006-1021 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Learning Problems; Secondary School Students; Algebra; Control Groups; Experimental Groups; Learning Strategies; Mathematics Achievement; Pretests Posttests; Teaching Methods; Foreign Countries; Special Education; Achievement Gains; Nigeria + Suchen Sie Ihr Suchwort? Lernproblem; Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Achievement gain; Leistungssteigerung
Abstract	This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental group using self-instruction strategy and a control group, learning through the "normal" conventional way of "teacher-directed" instruction. Two secondary schools in Nsukka education zone were used for the study. The population of the study comprised 855 students with learning difficulty in mathematics in SSI (senior secondary school I) in secondary schools in Nsukka education zone. The sample for the study was 40 students with learning difficulty in mathematics in community secondary school Isienu and community secondary school Umabor. Using the teacher's class achievement record, 40 students with learning difficulty in mathematics were identified, 20 from each school. The result of the study showed that self-instruction was effective in improving the achievement in algebra of students with learning difficulty in mathematics. (Contains 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10