Assessment Of The Factors Affecting The Impactive Implementation Of Teaching And Learning Mathematics In Senior Secondary Schools In Oredo LGA Edo State

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Assessment Of The Factors Affecting The Impactive Implementation Of Teaching And Learning Mathematics In Senior Secondary Schools In Oredo LGA Edo State


Abstract


The purpose of this study is to assess the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state. The study employed a quasi-experimental survey design; the population consisted of teachers in the Educational zone, Oredo LGA Edo state. The total populations of 100 teachers were used for the sample. The research instruments used in data collection was a questionnaire. The findings of this study revealed that majority of the teachers were aware of the impactive implementation of teaching and learning of mathematics with a rate 70.5%; majority of the mathematics teachers teach their students using the impactive implementation of teaching and learning of mathematics with a rate 65.5%. The findings also reveal that impactive implementation of teaching and learning of teaching mathematics is highly effective in senior secondary schools in Oredo LGA Edo state; The factors hindering the effectiveness of impactive implementation of teaching and learning of mathematics in senior secondary schools in Oredo LGA Edo state were shown to include lack of positive interdependence, insufficient face-to-face interaction, inadequate individual and group accountability, insufficient group processing, and lack of social skills. Based on the findings from the study, it was recommended that educational stakeholders should intensify their effort to organize seminars/conferences on the implications of impactive implementation of teaching and learning technique as effective interventions towards enhancing Mathematics learning achievement among secondary school students. Also, the teacher and students in the school should be encouraged and trained on the effective usage of these interventions. This will make the students to adopt effective attitude towards enhancing the Mathematics learning achievement.


Table of Content


Chapter One

1.0 Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of Problem
  • 1.3 Research Objectives
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisation of the Study

Chapter Two

2.0 Literature Review

  • 2.1 Conceptual Framework
  • 2.2 Nature and Teaching of Mathematics
  • 2.3 The Importance and Purpose of Collaborative Teaching Methods in Mathematics
  • 2.4 Strategies for Teaching Mathematics
  • 2.5 Collaboration and Interaction as a Teaching Technique
  • 2.6 Performance and Attitude of Students in Mathematics
  • 2.7 Performance and Retention in Mathematics
  • 2.8 Gender and Mathematics Performance
  • 2.9 Theoretical Framework

Chapter Three

3.0 Research Methodology

  • 3.1 Design of the Study
  • 3.2 Area of the Study
  • 3.3 Sample and Sampling Technique
  • 3.4 Instrument for Data Collection
  • 3.5 Validation and Reliability of the Instrument
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis

Chapter Four

4.0 Results and Discussion

  • 4.1 Results
  • 4.2 Discussion

Chapter Five

5.0 Summary, Conclusion and Recommendations

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendations
  • References
  • Appendix

Chapter One


1.0 Introduction

1.1 Background of the Study

Impactive implementation of teaching and learning of teaching is a method of teaching in which students are allowed to interact with the teachers and other students on a subject matter during the lesson. It also known as interactive method of teaching or impactive implementation of teaching and learning (CL).

Impactive implementation of teaching and learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. In the Impactive implementation of teaching and learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert’s or a text’s framework. In a Impactive implementation of teaching and learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and are actively engaged (Srinivas, H., 2011).

Despite the term of impactive implementation of teaching and learning (CL) has been used in a wide variety of ways across different disciplines and fields, there is a lack of consensus upon definition of the term (Jenni, R. & Mauriel, J., 2004). While there is no consensus on what CL is, there are some underlying features that will be identified. Collaboration has become a twenty-first-century trend. The need in society to think and work together on issues of critical concern has increased (Austin, J. E., 2000; Welch, M., 1998) shifting the emphasis from individual efforts to group work, from independence to community (Leonard, P. E. & Leonard, L. J., 2001).

Impactive implementation of teaching and learning represents a significant shift away from the typical teacher-centered or lecture-centered milieu in college classrooms. In collaborative classrooms, the lecturing/ listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students’ discussion and active work with the course material. Teachers who use Impactive implementation of teaching and learning approaches tend to think of themselves less as expert transmitters of knowledge to students, and more as expert designers of intellectual experiences for students-as coaches or midwives of a more emergent learning process (Smith, B. L. & MacGregor, J. T., 1992). Impactive implementation of teaching and learning occurs when small groups of students help each other to learn. CL is sometimes misunderstood. It is not having students talk to each other, either face-to-face or in a computer conference, while they do their individual assignments. It is not having them do the task individually and then have those who finish first help those who have not yet finished. And it is certainly not having one or a few students do all the work, while the others append their names to the report (Klemm, W.R., 1994). There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than learners who work quietly as individuals ( Further evidence comes from Samuel The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers. Proponents of CL claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking (Gokhale, A.A., 1995). This study is aimed at examining the collaborative or interactive methods of teaching mathematics in secondary schools.


1.2 Statement of Problem

Impactive implementation of teaching and learning of teaching has been an effective method of teaching mathematics in secondary, however, one of the Major challenges of the impactive implementation of teaching and learning is a short time given for each mathematics class in secondary school. Most teachers find it difficult to cover their syllables when they adopt the impactive implementation of teaching and learning of teaching. The major part of the class would be spent on listening to the opinion of students on the subject topic.

In impactive implementation of teaching and learning of teaching, students are given questions to tackle and the student who complete their task early are told to assist those struggling with their questions. This approach makes students very lazy and they tend to show a lackadaisical approach towards their tasks since they know others will still assist them.

Another major challenge of this method of teaching is poor response from the student. The method involves an interaction between the teacher and the students, most times students are not always responsive considering the nature and complexity of mathematics. These reasons brought a need to carry out a study on the the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state.


1.3 Research Objectives

The main objective of this study is to assess the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state. The outlines of the objective are:

  1. To determine the knowledge of impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state.
  2. To determine the effectiveness of impactive implementation of teaching and learning of teaching mathematics in secondary schools in Ikorodu LGA.
  3. To ascertain the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state.

1.4 Research Questions

The relevant research questions related to this study are:

  1. What is the knowledge of impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state?
  2. How effective is the impactive implementation of teaching and learning of teaching mathematics in secondary schools in Ikorodu LGA?
  3. What are the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state?

1.5 Research Hypothesis

The following null hypotheses were formulated to guide the study the hypothesis is to be tested at 0.5 alpha levels.

  • HO1: There is no significant factor affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state
  • HA1: There is a significant factor affecting the impactive implementation of teaching and learning mathematics in senior secondary schools in Oredo LGA Edo state

1.6 Significance Of The Study

The findings from this study would help teachers to know the effectiveness of impactive implementation of teaching and learning of teaching. This study also educates some teachers who do not know about impactive implementation of teaching and learning of teaching on the relevance of this method of teaching.

The factors that hinders the effectiveness of impactive implementation of teaching and learnings of teaching is also addressed in this study. The findings from this study can also act as template for other research work.


1.7 Scope of Study

The scope of this study is restricted to the study on the factors affecting the impactive implementation of teaching and learning mathematics in senior secondary schools. Some selected secondary schools in Oredo LGA Edo state used as a case study.


1.8 Limitation of the Study

The limitations encountered during this study are lack of adequate resources on the subject of study; most of the respondents are not ready to be interviewed and also inadequate time


1.9 Definition of Terms

Impactive:

Having a strong effect or influence; in this study, it refers to making an impression on the teaching and learning of mathematics.

Learning:

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. It refers to the acquisition of knowledge or skills through study, experience, or being taught.

Mathematics:

Mathematics includes the study of such topics as numbers, formulas and related structures, shapes and spaces in which they are contained, and quantities and their changes.

Teaching:

Comprises the principles and methods used by teachers to enable student learning.


1.10 Organisation of the Study

This study is divided into five chapters. The first chapter is the introduction which contains the background, research problems and objectives. The second chapter is the literature review and the third chapter is the research methodology. In the fourth chapter, the researcher analyses the data and discusses the results. The fifth chapter is the last chapter which presents the summary, conclusion and recommendations.


Chapter Five


5.0 Summary, Conclusion and Recommendations

5.1 Summary

The study sought to assess the factors affecting the impactive implementation of teaching and learning mathematics in. The design of this study was quasi- experimental and the sample for this study was 100 teachers drawn from the ten (10) schools randomly selected. The result showed impactive implementation of teaching and learning of teaching mathematics is highly effective in senior secondary schools in Oredo LGA Edo state. Also, the result indicated that Worked examples will be enhanced by studying collaboratively compared to studying individually; Impactive implementation of teaching and learning enhances completion of complex tasks; Collaborative teaching methods promote better retention; Impactive implementation of teaching and learning enhances assimilation and learning outcomes; Collaborative teaching methods promote better performance in tests and examinations. The result gave a grand mean of 2.66 which is within the acceptance range. The factors hindering the effectiveness of impactive implementation of teaching and learning of teaching mathematics in senior secondary schools in Oredo LGA Edo state show that insufficient face-to-face interaction can hinder the effectiveness of impactive implementation of teaching and learning of teaching mathematics in senior secondary schools in Oredo LGA Edo state.


5.2 Conclusion

Based on the findings of this study, it is hoping that with the improvement of impactive implementation of teaching and learning technique for mathematics, Mathematics performance and learning be changed for the better. The study found that impactive implementation of teaching and learning technique have influenced Mathematics learning achievement among secondary school students. By and large, impactive implementation of teaching and learning technique have a great influence on Mathematics learning achievement among secondary school students which has been proved in this study.


5.3 Recommendations

Based on the findings from the study, the following recommendations are made:

  1. Educational stakeholders should intensify their effort to organize seminars/conferences on the implications of impactive implementation of teaching and learning technique as effective interventions towards enhancing Mathematics learning achievement among secondary school students.
  2. The researchers and stakeholders in education should not only focus on the students’ achievement alone but also their Mathematics anxiety. This is because Mathematics anxiety of the students has a lot of influence on Mathematics learning achievement among secondary school students.
  3. Teachers and other stakeholders in the school system are to be trained on how to improve students’ Mathematics learning achievement and impactive implementation of teaching and learning technique. This will serve as efforts to assist the students in overcoming the challenges of low Mathematics learning achievement among secondary school students.
  4. The students in the school should be encouraged and trained on the effective usage of these interventions (impactive implementation of teaching and learning technique). This will make the students to adopt effective attitude towards enhancing the Mathematics learning achievement.

Assessment Of The Factors Affecting The Impactive Implementation Of Teaching And Learning Mathematics In Senior Secondary Schools In Oredo LGA Edo State


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Assessment Of The Factors Affecting The Impactive Implementation Of Teaching And Learning Mathematics In Senior Secondary Schools In Oredo LGA Edo State

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