Influence of Instructional Practices on Secondary School Students' Achievement in Mathematics

Autor/inn/en	Nandwa, Odhiambo Marble; Wasike, Duncan Wekesa; Wanjala, Toili William
Titel	Influence of Instructional Practices on Secondary School Students' Achievement in Mathematics
Quelle	In: Journal of Education and Practice, 6 (2015) 26, S.29-36 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teaching Methods; Secondary School Mathematics; Secondary School Students; Mathematics Instruction; Mathematics Achievement; Peer Teaching; Conventional Instruction; Quasiexperimental Design; Pretests Posttests; Student Attitudes; Student Behavior; Foreign Countries; Comparative Analysis; Hypothesis Testing; Achievement Tests; Scores; Statistical Analysis; Behavior Change; Kenya + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Peer group teaching; Peer Group Teaching; Schülerverhalten; Student behaviour; Ausland; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Kenia
Abstract	Mathematics is a key subject which students cannot avoid if they have to lead a bright future. Despite the introduction and implementation of different teaching methods and strategies suggested by researchers the achievement of students in mathematics at school level has persistently been poor, hence the need to explore the influence of different instructional approaches. The purpose of this study was to find out the extent to which instructional practices influenced students' achievement in secondary school mathematics. This entails the use of Behavioral Objective-Based (BOB), Peer Instruction enriched with Concept Tests (PICT), both BOB and PICT (BO-PICT) and Conventional Instruction (TI). The theoretical framework which guided this study was social constructivism theory. The study adopted quasi-experimental, utilizing pretest posttest non-equivalent group design. The target population for the study was all the 3056 form three students in the 38 secondary schools in Mumias sub-county. Disproportionate stratified sampling and simple random sampling was used to select 327 students who took part in the study. Mathematics Achievement Test (MAT) was used to collect data. Data was analyzed using both descriptive and inferential statistics. Findings revealed that there was a significant difference in achievement, between all Experimental groups (BOB, PICT and BO-PICT) and the control group in favor of the Experimental groups. There was a significant difference between means of groups that used BOB and BO-PICT as well as PICT and BO-PICT. Those ones who used BOB and PICT were found to have similar achievement in the learning of mathematics. Based on the findings, BOB, PICT and BO-PICT were found to be viable instructional strategies that could promote performance in mathematics. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://www.iiste.org/Journals/Index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01