Effects of Mathematical Vocabulary Instruction on Students' Achievement in Mathematics in Secondary Schools of Murang'a County, Kenya

Autor/inn/en	Wanjiru, Benson; O-Connor, Miheso
Titel	Effects of Mathematical Vocabulary Instruction on Students' Achievement in Mathematics in Secondary Schools of Murang'a County, Kenya
Quelle	In: Journal of Education and Practice, 6 (2015) 18, S.201-207 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Mathematics Instruction; Vocabulary Development; Mathematics Achievement; Secondary School Students; Secondary School Mathematics; Control Groups; Experimental Groups; Comparative Analysis; Quasiexperimental Design; Pretests Posttests; Instructional Materials; Statistical Analysis; Statistical Significance; Concept Formation; Learning Processes; Predictor Variables; Correlation; Qualitative Research; Kenya + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Wortschatzarbeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse; Concept learning; Begriffsbildung; Learning process; Lernprozess; Prädiktor; Korrelation; Qualitative Forschung; Kenia
Abstract	This article is based on a study whose main objective was to determine the effects of mathematical vocabulary instruction on students' achievement in Mathematics in Secondary schools in Murang'a County, Kenya. The study was a non-equivalent control group pretest-posttest quasi-experimental design and was conducted in the two purposively selected secondary schools in Kahuro District in Murang'a County, Kenya. Both the experimental and the control groups consisted of fifty four (54) students from each school. The experimental groups were exposed to mathematical vocabulary instruction using the Graphical Organizer based on the Frayer Model with ICT integration instructional approach for ten (10) weeks. The control group was taught mathematical vocabulary by the definition-only method for the same period. Data were analysed using one-way ANOVA, independent t-test and paired t-test. The findings indicated that there is a statistically significant mean difference in the students' performance in Mathematics between those taught Mathematics vocabulary using the Frayer Model with Technology and those taught Mathematics using the definition-only method. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01