META-ANALYSIS OF STUDIES ON EFFECT OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN MATHEMATICS
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META-ANALYSIS
OF STUDIES ON EFFECT OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT, INTEREST AND
RETENTION IN MATHEMATICS
Abstract
This study
investigated the different research studies on effect of teaching methods on
students’ achievement, interest and retention in mathematics through
meta-analytic procedure. Evidence from literature shows a lot of
inconsistencies of the findings of the previous studies on effect of teaching
methods on students’ achievements, interest and retention in mathematics. The
aim of this study is to integrate the results of the findings of previous
research studies on effect of teaching methods on students’ achievement,
interest and retention in mathematics so as to arrive at a conclusive end
point. Fifteen research questions and six hypotheses guided this study which
used meta-analytic research design. The population of the study consisted of
all published and unpublished previous research reports on effect of teaching
methods on students’ achievement, interest and retention in mathematics. A
sample of 201 independent research reports from the primary studies on effect
of teaching methods on students’ achievement, interest and retention in
mathematics carried out in Nigeria from 1988 to 2012 were purposively drawn and
used for this study. This sample is made up of 128, 51 and 22 research reports
on achievement, interest and retention in mathematics respectively.
Percentages, statistical transformations and effect sizes were used to analyze
the data for the research questions while the Winer combined test was used to
test the hypotheses at 0.05 levels of significance. The findings of the study
showed among others that: (i) the results of the previous studies on effect of
teaching methods on students’ achievement, interest and retention in
mathematics are positively significant at 0.05 levels. (ii) The overall mean
effect of teaching methods on students’ achievement, interest and retention in
mathematics are respectively significant at 0.05 levels. (iii) The mean effect
sizes for all the 128, 51 and 22 studies examined on effect of teaching methods
on students achievement, interest and retention respectively in mathematics are
0.52, 0.54 and 0.55 respectively which represents high effect sizes in all of
them. (iv) There is variation in the mean effect sizes associated with the five
categories of teaching methods examined under students’ achievement, interest
and retention in mathematics with cooperative learning method category having the
largest effect size in all of them. (v) The percentage variance in students’
achievement, interest and retention in mathematics attributable to teaching
methods generally are 26.52%, 29.16% and 30.25% respectively. Based on the
findings of the study, it was recommended among others that students in teacher
training institutions and the already serving teachers should be trained in the
techniques of using cooperative learning methods in teaching mathematics
through seminars, workshops, conferences and in-service programmes.
CHAPTER ONE
INTRODUCTION
Background
of the Study
The
knowledge of mathematics is paramount in the success of every man in his
numerous day to day activities in life. Mathematics education holds the potency
of making individuals to relate mathematics knowledge to everyday problem being
encountered and hence develop the individuals to a level that they are
intellectually and economically stable. Right from the pre-historic days of the
early human societies to the present “hitec” age, mathematics has played a
fundamental role in the economic development of many countries of the world
(Popoola, 2002).
In every
country, regardless of the level of economic, scientific and technological
development, mathematics has to be taught to a number of scientists, technical
specialists, scientific researchers etc. The service of these professionals
will be continuously required for the well-being of the people and for the
development of the society. Nigeria as a country needs to strive for scientific
and technological breakthrough in order to cater for her domestic and international
needs to enable her assert her greatness among the United Nations member
states.
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