ABSTRACT
This study sought to investigate the effect of achievement motivational instructional approach on primary six pupils’ numerical aptitude and retention in mathematic. Eight research questions and ten research hypotheses guided the study. The design of the study was quasi experimental pretest posttest equivalent control group design. The study was carried out in Calabar municipality Local Government Area of Cross River State in the present south-south zone of Nigeria. The population of the study was 2400 primary six pupils’ from the 24 public primary schools in Calabar municipality education zone of Cross River State. Two out of the 24 schools were randomly selected for the study. The sample size for this study was 241. 125 pupils were assigned the experimental group and 116 pupils constituted the control group for the experimental group 70 of the pupils were males and 55 pupils were females. The instruments used for data collection were Mathematics Achievement Test (MAT) and Numerical Aptitude Test (NAT).The MAT was developed by the researcher and the NAT was a standardized test from the state ministry of education. The MAT was subjected to both face and content validation. MAT and NAT were trial tested on 30 pupils and the data generated was used to determine the reliability coefficient of MAT to be 0.86 and of NAT to be 0.83 using Richardson (20) K – R20 formula. MAT and NAT was administered on the groups before treatment started while post-MAT and NAT was administered at the end of the 3 weeks treatment period. After 2 weeks of administration of post-test, the items of both MAT and NAT were reshuffled and again administered on the group as a retention test. Scores from the pretest of MAT and NAT, posttest of MAT and NAT and the retention test were analysed using means, standard deviation and analysis of covariance (ANCOVA). Some of the major findings from the analysis were (i) Achievement motivational instructional approach was found to be capable of enhancing pupils’ achievement, numerical aptitude and retention in Mathematics than the traditional approach. (ii) Achievement motivational instructional approach does not result in differences in achievement, numerical aptitude scores between male and female pupils. (iii) The use of achievement motivational instructional approach improved retention of male and female pupils. Based on the findings, the implication were highlighted and recommendation were made towards better achievements, numerical aptitude and retention of primary six pupils’ in mathematics
CHAPTER ONE
Background of Study
INTRODUCTION
Mathematics has been described by many researchers and authors of different times in different ways. While some tried to show its elegant precision, beauty and brevity, others tried to show its structure and the training it provides. Ibrahim (2004) said that among the training mathematics provides includes the ability to develop powers of logical thinking, accuracy with figures and spatial awareness. The role of mathematics in the field of science and technology is quite enormous and far-reaching and the usefulness of mathematics in various fields of endeavors has been expatiated by some writers including Usman (2002) and Agwagah (2004).
As a science subject, mathematics deals with counting, measuring and describing shapes or objects. Mathematics can be regarded as a tool for basic science namely physics, chemistry, biology, and even social sciences, for example geography, economics, banking and finance. The role of mathematics is very important in everyday life that its position is felt in all aspects of life. For instance, for the purpose of economic survival, every citizen needs to be able to compare and estimate commodities and cost of prices. The citizens requires some degree of competence in mathematical computations for the purpose of carrying out routine daily businesses and for thinking effectively. Akinsola and Popoola (2004), supported this fact when they said that mathematics fosters intellectual skills that enable man analyze complex problems, recognize logical relations between interdependent factors as well as formulate general laws on their interrelationship in making precision statements. However it is necessary
for a person to have some knowledge of mathematics in order to become a useful and
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effective member of the society. Which follows that no Nation can develop scientifically and technologically without proper foundation in school mathematics (Ejakpovi and Uveruveh, 2014). Therefore any attempt to treat mathematics with levity in the country’s educational system may have serious consequences for Nigerians.
All nations of the world should take mathematics studies seriously because it is the precursor of scientific as well as technological breakthrough and there is no end to the usefulness of mathematics. A strong background in mathematics is therefore critical for many jobs and carrier opportunities in today’s increasingly technological society in Nigeria. Mathematics has been made compulsory at both primary and secondary school levels of education (Federal Republic of Nigeria, 2004). The primary objectives of mathematics are as it was spelt out at the Benin conference of 1977 on mathematics and mathematics education in Nigeria as follows.
To lay a solid foundation for the concept of numeracy and scientific thinking.
To develop in the child the ability to adapt to his changing environment.
To give the child opportunity for developing manipulative skills that will enable him function effectively in the society within the limits of his capacity.
To provide the basic tools for further advancement as well as prepare him for trades and crafts of his locality.
At the secondary school level to build on the foundation of the primary level so that the child can make a useful living professionally, economically, politically and socially (FRN, 2004).
The inculcation of mathematical culture should therefore begin early in life. The training of children to be competent in this very important subject should start in the
primary school. The early years of primary experience with mathematics are very crucial because they can affect the child’s attitude to mathematics for the rest of his or her life. It is at this stage the child cultivates the understanding and application of mathematics skills and concepts necessary to thrive in the ever changing technological world (Ibrahim, 2004). The child at primary stage develops the essential element of problem solving, communication, reasoning and connection within their study of mathematics. If a child does not reach a satisfactory understanding of the basic mathematical concept taught in primary school, he may find it difficult to assimilate further concepts appropriately.
The teaching of primary mathematics therefore is necessary as it provide a solid foundation for everyday living; develops the ability to recognize problems and to solve; develop the ability of precision, logical and abstract thinking; and fosters the ability to be accurate in solving both mathematical and real life problems among others (Adedayo, 2001).
The primary mathematics curriculum is well designed to boost pupils’ achievements in cognitive and psychomotor capability. The content considered in the revised curriculum for primary six are number and numeration, basic operation, measurement, geometry and menstruation and everyday statistics (FME, 2007). The curriculum provide maximal teaching aid for the teacher by prescribing topics, objective or expected learning outcome stated in measurable terms, pupils and teachers activities and adequate evaluation that will make the curriculum achieve its purpose. The realization of good teaching and learning of primary mathematics lies in the hands of teachers. The mathematics teacher should not merely impact information, but should
try to develop in the pupils the ability to use these information to further their knowledge in mathematics.
The quality and ability of secondary school students according to Offorma, (2000) are largely determined by the type of training and academic instruction received at the primary school. Teachers need to apply different approaches at different times. Different content requires different approaches and different levels of intellectual engagement. These approaches according to Reeve (2006) will provide a deeper understanding of the subject matter. Teachers therefore can select from modern innovative approaches that will promote better teaching process thereby improving mathematics performance.
Primary mathematics is beset with many problems that causes poor performance. Some of these problems include inadequate training facilities that can bring out the best in the Nigerian child (Adedayo, 2001). Many scholars and other users of mathematics had one time or the other complained about the decline in teaching and learning of mathematics at primary level. Such complains among others are poor teaching techniques that keeps the class dull (Willie and Bondi 2011). Besides, poor foundation in primary school mathematics might be as a result of incompetent mathematics teachers in the school system and psychological fear of mathematics as a subject, lack of and inadequate instructional materials to teach some important practically oriented topics at the primary school level (Eriaikhueman, 2003).
Much of the recent researches by Adeniji (2014), Agwagah (2013) on mathematics teaching and learning identified teacher’s method of teaching as one major reason for this persistent pattern of under-achievements and poor performance. Many
teaching approaches that are not clearly specified are used in the teaching of mathematics in primary schools. These approaches such as lecture methods, talk and chalk method, individualistic method, sterile method, uninspiring and didactic according to Adeniji (2014) are always combined and used in the teaching of mathematics in the primary level. These methods according to Adeniji (2014) are referred to as traditional method of teaching which the teachers primary roles is to covey facts and procedures and the pupils role are to memorize the facts and practice the procedure. This type of instruction according to Zakariyya (2014), emphasizes the passive acquisition of knowledge and pupils become recipient of knowledge through rote learning. In other words traditional teaching approach is an approach that lays no emphasis on pupils constructing their own ideas. It is more of teacher centre and has obvious and serious limitations (Agwagah, 2004).
Traditional methods does not give room for pupils’ activity and creative mind that is required in the present day National development. Traditional mathematics teaching is still the norm in our nation schools and has continued to dominate the mathematics classrooms (Agwagah, 2004). Many scientific studies according to Adeniji (2014) have shown that traditional methods of teaching mathematics not only are inactive but also seriously stunt the growth of pupils’ mathematical reasoning and problem solving skills. This implies that traditional teaching method has not been able to sustain the development of children in mathematics, especially in the primary school where a solid foundation is needed. The impact of low achievements in this all- important subject is great, especially at the primary levels. Failure to learn mathematics affects students’ performance at both secondary and tertiary level. According to
Akinsola and Popoola (2004) many pupils who left primary school on admission into the secondary levels of education in Nigeria continue to perform poorly because of their poor mathematics background in the primary school level.
In order to compliment the use of traditional methods, current studies on how pupils learn science and science related subjects such as mathematics have started revealing new ideas and approaches that will improve primary mathematics teaching and learning. By contrast, in a contextual classroom, the teacher’s role is expanded to include creating variety of learning experiences with a focus on understanding rather than memorization. Research shows that, when teachers design task for novelty and variety, pupils’ interest, motivation, engagement and mastery of mathematics increases (Santrock, 2011). One of these approaches that is geared towards achieving this is the achievement motivational instructional approach. Achievement according to Santrock (2011) is the outcome of level of accomplishment in a specified programme of instruction in a subject area or occupation which a pupil had undertaken in the recent past. Furthermore, achievement also refers to how much an individual or learner has mastered in a given subject or learning experience (Okwajiako, 2002). The perceived value of achievement according to (Coskun, 2013) varies; it may be valued primarily for promoting future success (Schooling, Job) or for bringing honour to ones family. There are differences in perception of what it takes to achieve, for example, efforts versus ability (Fuligni, 2001), listening versus participating Greenfield (2000) and collaborating versus working individually, Martin (2009). According to Obieyem (2011), achievement is pupils’ academic standing in relation to those of other people tested with the same instrument. It therefore implies that achievement improves when
pupils set goals that are specific, proximal and challenging. These goals should be optimally matched to the pupils’ skills. Okwajiako (2002) said achievement may be influenced by motivation.
Motivation according to Rabideau (2013) can be defined as the driving force behind all the actions of an individual. Motivation is based on ones emotions and achievement related goals. In the view of Elliot, (1997) motivation is the dynamics of our behaviour which involves our needs, desires and ambitions in life. In other words motivation is the basic drive for all of our actions. Motivation in mathematics has two aspects; that of creating or arousing interest and that of maintaining the interest after the novelty of the work in hand have worn off. Pupils tend to remain interested in those things they understand most completely (Ezeliora 2004).
A work group of the American Psychological Association Board of Education Affairs (1997) considered learner centered principles as being very important in enhancing pupils’ motivation and achievement. These principles according to (Santrock, 2011) states that what and how much is learned is influenced by the learner’s motivation to learn which is in turn influenced by the learner’s emotional states, beliefs, interest, goals and habit. There are different forms of motivations which include extrinsic, intrinsic, physiological and achievement motivation.
A renowned theorist McClelland (1961) in his theory of achievement motivation said achievement motivation is seeking achievement and attainment of realistic but challenging goals. This theory believe that there is a strong need for feedback as to achievement and progress and a need for a sense of accomplishment. According to Rabideau (2013), achievement motivation is the need for success or the attainment of
excellence. Individuals will satisfy their needs through different means and are driven to succeed for varying reasons both internally and externally. That is having an innate need to succeed or to reach high level of attainment. It follows that achievement motivation is the foundation for all human motivation. That is people who experience great levels of success are motivated to strive for more success.
Pupils who are high in achievement motivation (Coskun, 2010) have the tendency to solve strenuous exercises, retain what they had learnt, recall what they had learnt in the past and are able to review certain properties of mathematical shapes. This is largely dependent on the way and manner pupils are taught as to acquire the competence.
Based on the ongoing discussions, achievement motivational instructional approach is the teaching behaviour that leads pupils to have tasked goal that are focused on improvement and mastery. According to Coskun (2013), pupils’ taught with achievement motivational instructional approach strive for success, show active participation, always show the willingness to work. While Jegede and Jegede (1990) stated that achievement motivational instructional approach is an approach if fully utilized in the teaching of school subjects including mathematics will make mathematics more meaningful and interesting. Hence this approach may be possible in mathematics.
Achievement motivational instructional approach is an instructional approach which holds the view that knowledge or experiences must not be forgotten. In other words, the learner constructs knowledge in an attempt to integrate the past existing knowledge with the new experience. When a learner is presented with new information,
the learner first tries to read, recall, review to understand the language before making any precision statement. This is because in primary six classes, no information is completely new. Every information is assumed to have been taught in the junior classes and any new information should be connected to knowledge already in memory. The pupils must actively construct knowledge from their existing mental framework for meaningful learning to occur. At any point in time their ideas, knowledge and experiences may be needed. Achievement motivational instructional approach offers pupils an opportunity to activate their mental framework.
Achievement motivational instructional approach is organized into four categories, namely
Applying SQ3R meaning (scan questions, read, recall and review),
Understanding the purpose of Mathematics Language instruction;
Diagnosing and treating pupils difficulties and
Using practical activities to aid studying.
Achievement motivational instructional approach is most appealing as it is an actively learning approach engaged in thinking logically and quantitatively. The teacher plays a critical role by guiding and providing the necessary directions to ensure that mathematical ideas are recognized. Mcmillian, (2011) said if these processes are adequately stimulated the pupils’ ability to think, retain, remember, read efficiently and the speed of solving correct mathematical problems will be on the increase. While Okwujioko (2002) had observed that pupils thought with achievement motivational instructional approach tend to have higher numerical aptitude.
Numerical aptitude refers to a person’s potential ability as it relates to numbers or quantities. According to Santrocks (2011), numerical aptitude is a potential ability of an individual in a particular area of study and also a measure of one’s ability. It estimates one’s capability to profit from further training of experience. Willie and Bondi (2011) stated that pupils with high numerical aptitude always stand out distinct in all they do, they are good in mental sums, recalling mathematical concepts that have been taught in the past and a high retention of ideas. Numerical aptitude has always taken the form of aptitude test which is designated to predict pupils or an individual ability to learn a skill or accomplish something with further education and training irrespective of area of coverage. Primary six pupils’ are expected to be in the same age bracket, and having attended lessons together, write their examinations together.
This final examination which is either state or federal common entrance examination or as it is popularly called in Cross River State placement examination is what is referred to in this study as the numerical aptitude test. This examination is monitored and under strict supervision by the state or federal ministry of Education and passing this examination qualifies the pupils for admission into the secondary school. Numerical aptitude test therefore is an attempt to differentiate effectively among pupils the extent to which pupils have mastered important basic concepts and skills in their capacity to reason quantitatively and logically and their ability to retain what had been leant in the past. Time for numerical aptitude test is not always sufficient. It is not how many questions a pupil can answer or do but how many correct questions a pupil can answer correctly. For a pupil to perform high in this examination, there is need for pupils to possess high retention of ideas or information.
Retention according to Okonkwo (2012) is the ability to store facts and remember what you have learnt after a period of time and the ability to remember takes place more effectively when experiences are passed across to pupils through an appropriate instructional procedure which is capable of arousing pupils’ interest. (Ogbonna, 2007), stated that retention is an important variable in learning mathematics and that achievement last only when pupils are able to retain what they have learnt.
Many researchers such as Ogbonna (2007), Ezeh (2011), Okonkwo (2012) have carried out studies in the past on retention in various fields, and all viewed retention as important in sustenance of achievement. That is if a pupil performs well in a post test, it is expected that the pupils perform very well in a retention test but if the reverse happens, it is an indication that, the concepts and ideas did not register in the long term memory. The teacher will then search for a better strategy that will make the pupil retain what they have learnt in mathematics. Retention according to Teese, (2004) is a vital factor in achievement motivational instructional approach on numerical aptitude because without retention there will be no act of recalling, reviewing, understanding mathematics language instruction, diagnosing and treating pupils difficulties and using practical activities to aid studying. Both teachers and pupils must know the stuff stored in the memory to be able to be active and function well. According to Nworgu, (2004), Agwagah, (2013) boy’s increase interaction with teachers in class than girls and this tend to influence better development of mathematics concepts among male pupils. Also the pattern of interaction in class tends to make boys appear more confident in mathematics than girls. It has been established that there is differential performance in mathematical activities due to gender especially in favour of boys Agwagah (2004).
The gender issue in mathematics according to Harbor-Peters (2001), has been a source of aversion. The believe that mathematics is a male stereotype especially as it is regarded as abstract and difficult with attributes which boys are attracted to. Incidentally, evidence from researchers show that there is no significant difference in the performances of boys and girls in mathematics before the age of 11 (Harbor-Peters
2001).
A number of studies have verified the influence of gender on mathematics achievement of pupils. This has led to different types of findings on the role of sex on the mathematics achievement. In the finding of Umar and Momoh (2001) there was no statistical difference in the performance of boys and girls on quantitative and other aptitude test. Intrinsically motivation for both genders differ which consequently influence the type of problems pupils may like to answer in mathematics test. This is evident in the emphasis made by Urdan (2010) that motivational condition influence both sexes to perform equally well in mathematics test and examination. It is influenced to some extent by the interest level of the pupils and the ability to remember what was taught in the past. This evidence tends to agree with Gregory (2011) who viewed that primary six pupils are in the same age bracket of plus and minus eleven years (11 yrs) and achievement in mathematics at this age is not noticeable as to whether boys or girls do better. This study will investigate the differential effect of achievements motivational instructional approach on males and females pupils’ numerical aptitude and retention in mathematics.
Some researchers have evaluated the effectiveness of achievement motivational instructional approach in different subject areas. For instance, Jegede & Jegede (1990)
carried out a study to ascertain if the use of achievement motivational instructional approach could be found significantly effective in the teaching of English. A similar study was conducted by Aydin and Coskun (2011), to ascertain if achievement motivational instructional approach could better students’ performance in Geography. Despite these significant results recorded in other subject areas, it becomes obvious that much has not been done in the use of achievement motivational instructional approach as a teaching approach in mathematics. This study therefore is aimed at finding if the achievement motivational instructional approach will improve primary six numerical aptitude and retention mathematics.
Statement of the Problem
The use of inappropriate instructional approach has been identified as the major causes of pupil’s poor achievement. The persistence use of traditional teaching approaches in primary schools has stunt the growth of pupils mathematical reasoning and problem solving skills thereby instilling fears in pupils such that, they run out of school or graduate from primary school without understanding the major concept in mathematics. Thus, effort are being made by educators and researchers to see if there will be improvement especially through the use of appropriate teaching approaches and skills that will enable the pupils strive to achieve when solving problems, increase the participation level and develop the willingness to work. This will increase interest and at the end attain a level of excellence and success. Although, many approaches such as guided discovery, target task, expository and traditional methods have been in use, mathematics performances especially at the primary level have not really improved. Some researchers have equally tried to find out the effect of achievement motivational
instructional approach of subjects of other fields of endeavour and found the approach useful and successful. This study therefore tries to investigate in the field of mathematics.
Hence this study tries to investigate
The effect of achievement motivational instructional approach on primary six pupils’, numerical aptitude and retention in mathematics.
If differences exist in the achievement of male and female primary six pupils achievement, numerical aptitude and retention when achievement motivational instructional approach is applied.
The interaction effect of achievement motivational instructional approach and gender on primary pupils’ achievement numerical aptitude, and retention in mathematics.
Purpose of the Study
The main purpose of the study is to investigate the effect of achievement motivational instructional approach on primary six pupils’ numerical aptitude achievement and retention in mathematics in Cross River State.
Specifically the study is to
1. Determine the mean achievement score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach.
2. Ascertain the mean numerical aptitude score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach.
3. Determine the mean retention scores of male and female pupils taught mathematics with achievement motivational instructional approach.
4. Ascertain the mean retention of numerical aptitude score of male and female pupils taught mathematics with achievement motivational instructional approach
5. Determine the mean achievement scores of male and female pupils taught mathematics with achievement motivational instructional approach.
6. Determine the mean numerical aptitude score of male and female pupils taught mathematics with achievement motivational instructional approach
7. Determine the interaction effect of approaches and gender on mean achievement scores of pupils in mathematics.
8. Determine the interaction effect of approaches and gender on mean numerical aptitude scores of pupils in mathematics.
9. Determine the interaction effect of approaches and gender on mean retention of achievement scores of pupils in mathematics.
10. Determine the interaction effect of approaches and gender on mean retention of numerical aptitude scores of pupils in mathematics.
Significance of the Study
The findings of this study will be of greater benefits to pupils/students, parents, ministry of education, curriculum planners professional bodies and the entire society. On the theoretical significance, the study provides an insight on the theories of McClelland (1961) and McClelland and Atkinson (1953) which have been acclaimed as promoting teaching and learning. On the practical significance, the achievement motivational instructional approach will help in developing the mental processes of
curiosity, and manipulation. Thus, this study has immense promise for improvement of pupils’ performance in mathematics, since it is directed at finding the appropriate teaching method, which could facilitate learning and retention of concepts, arousing of curiosity and interest. The finding will also show the difference between achievement motivational instructional approach and traditional teaching method. The finding will provide in mathematics an alternative method of teaching mathematics, for easier understanding and effective application by pupils. It will also help in overcoming mathematics fear in pupils.
The study will help teachers to identify brilliant mathematics pupils and those that need special attention on how they can improve. The study will provide useful information to Teachers Training Institutions when publications on the work are made. The institutions can then develop new programme of instructions based on achievement motivational instructional approach. This study may help curriculum planners to plan programmes that will encourage, develop and strengthen interest in pupils towards solving mathematics.
All stake holders in education are required to contribute to the process of achieving the objectives of mathematics teaching by studying the new approach and implementing it. Other stake holders like the State Universal Basic Education Board (SUBEB) and other school administrators should think more about the availability of resource materials in the schools by devising ways of exposing the approach across the schools. Since the state Universal Basic Education Board oversees every issue pertaining to primary school, will bring about positive changes in schools by organizing
workshops, conferences and in-service training thereby encouraging the teachers. The
SUBEB take instructions and relate back to the state ministry of education.
Parents and guardians are committed to the success of the school. At state level the Parents Teachers Association (P.T.A.) encourages hard work and innovation, when a school is doing well academically, the P.T.A. will help in building classrooms and provide resource materials and even pay for extra lessons to make the approach successful. Since the Association is a major pressure group influencing government policies for schools, will pressure rise the government. The government will take necessary steps to make relevant books tailored towards the innovative methods and approach like achievement motivational instructional approaches for teaching at affordable prices. Professional bodies like (MAN) mathematics Association of Nigeria and (STAN) Science Teachers Association of Nigeria will organize and write books on these approaches and be as resource persons at workshops and seminars for teachers so as to positively support the efforts of government.
Finally, the use of the appropriate teaching method in teaching primary mathematics will enable pupils to build on their knowledge acquired by passing all final mathematics examination with higher grades that will give them opportunity to do mathematics related subjects and course in secondary and tertiary institution. Lastly this study will serve as a source of literature to scholars and educational researchers.
Scope of the Study
The study will be limited to the effect of achievement motivational instructional approach on primary pupils’ numerical aptitude, retention and achievement in mathematics in Cross River State. Specifically the study will be conducted using
primary six pupils. The content is the entire primary six mathematics curriculum, comprising of number & numeration, Basic operation, Geometry and menstruation, statistics, and measurement. The content will be taught in accordance with achievement motivational instructional approach. This takes the form of;
Apply SQ3R (Scan Question, Read, Recall and Review) pupils must read questions again and again to understand the area of mathematics the question is taken from; Recall formulas, and Review properties of shapes and statistical ideas.
Understanding the mathematics language instruction for proper interpretation e.g. write in figures, write in words, correct to decimal places, reduce to its simplest term, work in standard form and many more.
Diagnosing and treating pupils, difficulties teachers must diagnose the pupils to know where and how to start, Definition of mathematical terms and concepts, identification, solve logically or quantitatively.
Using practical activities to aid studying example measurement, heights, angles, and drawing.
The primary six curriculums has the details to make this approach effective because it is subdivided into performance objectives, content, teacher activity, pupils’ activity, teaching and learning materials. The achievement motivational instructional approach is chosen because it will expose all techniques involved in the solving of primary mathematics and will give the pupils’ a sound ability to strive, participate actively in mathematics classes and examinations and show the willingness to solve mathematics problems at any time.
Research Questions
1. What is the mean achievement score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach?
2. What is the mean numerical aptitude score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach?
3. What is the mean achievement score of male and female pupils taught mathematics with achievement motivational instructional approach?
4. What is the mean numerical aptitude score of male and female pupils taught mathematics with achievement motivational instructional approach?
5. What is the mean retention of achievement score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach?
6. What is the mean retention numerical aptitude score of pupils taught mathematics with achievement motivational instructional approach and those taught with traditional approach?
7. What is the mean retention of achievement score of male and female pupils taught mathematics with achievement motivational instructional approach?
8. What is the mean retention of numerical aptitude score of male and female pupils taught mathematics with achievement motivational instructional approach?
Hypothesis
H01: There is no significant difference between the mean achievement score of pupils taught mathematics with achievement motivational approach and those taught with traditional approach.
H02: There is no significant difference between the mean numerical aptitude score of pupils taught mathematics with achievement motivational approach and those taught with traditional approach.
H03: There is no significant difference between the mean achievement scores of male and female pupils taught mathematics with achievement motivational approach.
H04: There is no significant difference between the mean numerical aptitude score of male and female pupils taught mathematics with achievement motivational approach
H05: There is no significant difference between the mean retention of achievement scores of male and female pupils taught mathematics with achievement motivational approach.
H06: There is no significant difference between the mean retention of numerical aptitude score of male and female pupils taught mathematics with achievement motivational approach
H07: There is no significant interaction effect of approaches and gender on mean achievement scores of pupils in mathematics.
H08: There is no significant interaction effect of approaches and gender on mean numerical aptitude scores of pupils in mathematics.
H09: There is no significant interaction effect of approaches and gender on mean retention of achievement scores of pupils in mathematics.
H010: There is no significant interaction effect of approaches and gender on mean retention of numerical aptitude scores of pupils in mathematics.
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECT OF ACHIEVEMENT MOTIVATIONAL INSTRUCTIONAL APPROACH ON PRIMARYSIX PUPILS’ NUMERICAL APTITUDE AND RETENTION IN MATHEMATICS>
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