EFFECT OF TWO TEACHING METHODS OF TEACHING QUADRATIC EQUATION ON SECONDARY SCHOOL STUDENTS’ PERFORMANCES
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EFFECT OF
TWO TEACHING METHODS OF TEACHING QUADRATIC EQUATION ON SECONDARY SCHOOL
STUDENTS’ PERFORMANCES
ABSTRACT
The study
was an attempt to investigate the effect of two teaching methods of teaching
quadratic equation on the academic performance of the students. One hundred
students comprising two streams of the SSII students in two secondary schools
in Nsukka local Government Area of Enugu state were used. Four lesson plans and
then essay questions were used for the study. Analysis of variance (ANOVA) was
used in testing the hypothesis and answering the research questions. Result
showed that students taught by Discovery method performed better than their
counterpart taught by expository method of solving quadratic equation.
CHAPTER ONE
1.0 INTRODUCTION
1. 1 BACKGROUND OF THE STUDY
There are many ways of doing many things we
encounter in our environment and all life endeavors. The field of education is
not an exception. In imparting knowledge to learners with the purpose of
achieving a desired positive objective in the end, there are several ways to
adopt for that.
In
overcoming a task, although there are many ways of doing so, one could think of
the best and most efficient and quickest means to overcome such a task. Hence we
are interested in not only knowing ways of doing things but knowing the best
way of doing that in order to achieve the desired objective within the shortest
possible time.
In the teaching of any mathematics topic,
there is always a controversy on which method that can serve best. This is
because mathematics is one of the most important subjects in the curriculum of
most countries and one of the most difficult subjects to students and adults,
something that has been expensively studied by researchers such as Nnadozie
(1995) and others. It is then necessary that we examine two methods out of many
methods of teaching and determine the best and most suitable method with
respect to teaching quadratic equations. There are many methods as there are
many concepts to be learnt which demands that efforts should be made by
teachers to discover the best method for each concept for quickest achievement
of the objectives.
1. 2 Statement of Problem
It has been
observed that student run away from mathematics class. The significance of
mathematics is undoubted. It is invaluable in all facets of learning in our
society. The fact that there are many methods of teaching mathematics call for
a critical study of those methods and possibly discover the effective approach that
could be used in handling the various mathematical problems. The approaches to
solving quadratic equations are many, but there is need to determine whether
those approaches yield similar results or different results as the case may be
when applied. The poor performance of students in the examination on this note
has been always attributed to the teacher’s method, which is often said to be
poor. Hence there is need to know how teaching method can really influence
academic excellence.
Other reasons have been given for this
poor performance of students by many authorities. Ezike and Obodo (1990)
observed that some of the students feel that mathematics is uninteresting
because they find it difficult to understand and consequently perform poorly in
it. Ezike noted also that poor qualified mathematics teachers, Lack of
qualified mathematics teachers and the students’ negative attitude towards the
subject contribute to their poor performance in mathematics.
Part of
factors affecting mathematics achievement could be related to teachers’
teaching method which according to A.E Eze (2002) is a way or procedure of
teaching.
On the basic
of the foregoing, therefore, this study was designed to investigate the impact
of methods of teaching quadratic equation on students’ performance.
1.3 Purpose of the Study
The purpose
of the study is to find out how teacher’s teaching method can influence his
attaining his desired objectives. There is a belief that the students’ truancy,
poor attitude to mathematics and generally poor performance in the subject
would be highly minimized. Since we cannot completely avoid mathematics in our
lives, it is then good that we adopt measures to tackle its problems
effectively through effective teaching of the subject to the learners at all
levels of education.
1.4 Significance of the Study
The
researchers are of the view that the result of the study will enable students
to develop the Love of mathematics and this will lead to improved performance
in mathematics and its related courses. The result of the study will also make
future policy makers on education to know the teaching methods to emphasize.
It will also
produce citizens that will be well grounded in mathematics as to face the
challenging world of science and technology. This will move our country forward
economically and otherwise.
1.5 Scope of the Study
The area under which this study is
taken is from Nsukka Local Government Area in Enugu state. Two secondary
schools are selected from the local Government Area for the study the aspect
that was taken from mathematics content is the topic “quadratic equation” of
the form ax2 + bx + c = 0 where a, b and c are numerals.
The method
under which this topic was discussed are completing the square method,
factorization method and general formula.
The SSII
students were used for the study in the area. Out of the several methods of
teaching, Expository and Discovery methods in teaching quadratic equations were
considered
1.6 Research Questions
This work is
intended to provide answer to the following research questions.
1. Is
there any difference between the mean scores of the students taught quadratic
equation with Discovery method and those taught with Expository method in the
pre-test?
2. Do the students in both groups have equal
mean scores in the post-test?
1.7 Hypotheses
Ho1: The
population means from within which the two groups are selected are
significantly equal at 0.05 level of significance in the pre-test.
HO2: The
mean score of the students who were taught quadratic equation using Discovery
method is not significantly greater than those taught using Expository method
in the post-test at 0.05 level of significance.
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