INFLUENCE OF SOCIALIST CONSTRUCTIVIST TEACHING TACTICS ON APPROACH, PERFORMANCE AND RETENTION IN ALGEBRA AMONG JUNIOR SECONDARY SCHOOL STUDENTS, KOGI STATE, NIGERIA

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INFLUENCE OF SOCIALIST CONSTRUCTIVIST TEACHING TACTICS ON APPROACH, PERFORMANCE AND RETENTION IN ALGEBRA AMONG JUNIOR SECONDARY SCHOOL STUDENTS, KOGI STATE, NIGERIA  

ABSTRACT

 

The study investigated the Effect of Socialist Constructivist teaching strategy on Attitude, Performance and Retention in Algebra among Junior Secondary School Students in Kogi State, Nigeria.  The study employed Quasi – experimental and control pre-test and post-test group design.  The population comprised all the Junior Secondary School students in Kogi State during 2017/2018 academic session and was 29,433 (14,973 male and 14,460 female). JSS three students were used as the research sample.  Multi-stage random sampling technique was used to select a sample size of 169 students (77 male and 92 female) from 8,464 JSS three students (4193 male and 4271 female).  two educational zones were selected from eight in Kogi State. Among the mixed-gender secondary schools in selected educational zone, two were randomly chosen for the study. At the secondary school stage, an arm of JSS three was randomly chosen and the total number of students involved was 169 that served as the research sample In the chosen two secondary school in each educational zone, one was meant for experimental group and the other for control group by randomization.  Four instruments namely Algebra Performance Test A, Algebra Performance Test B, Algebra Retention Test and Algebraic Attitude Questionnaire Scale were used to collect data for the research. The instruments were used respectively for pre-test, post-test, retention ability and attitudinal change. Algebra Performance Test A, Algebra Performance Test B and Algebra Retention Test consisted of forty-multiple choice questions on algebra content with five options (a, b, c, d, e.).  The Algebra content covered included simplification of algebraic expressions, expansion of algebraic expressions, factors and factorization of algebraic expressions, simple equations and world problems on simple equations. Algebraic  Attitude Questionnaire Scale consisted of twenty items with four options (Strongly Agree, Agree, Disagree, and Strongly Disagree) in order to elicit students‟ attitude towards Algebra. 5Es (Engage, Explore, Explain, Elaborate, Evaluate was injected into the study in order to boost socialist constructivist teaching strategy.  Test-Retest using Pearson Product moment correlation was used to estimate the reliability coefficients of the instruments that measured performance and retention while Split-halves method using Spearman rank order Correlation Coefficient was used for Attitudinal Scale.  The respective reliability coefficients were 0.80 and 0.97 Six research questions and six null hypotheses were analysed in the study.  t-test for independent samples and Mann Whitney  at significance level of 0.05 were used to carry out the data analyses.  The results indicated significant differences in the mean performance, retention and attitudinal change in favour of experimental group.  But under the experimental group there were no significance means difference between male and female in terms of attitudinal change, performance and retention. It is recommended that students should constantly practise and revise their algebra lessons, teachers should employ different forms of socialist constructivist teaching strategy in the classroom and schools should encourage seminars, workshops and in-service training for teachers to update their mathematical knowledge. Schools should give prize to outshining mathematics student and should encourage the dull ones not to give up.  

                                                    CHAPTER ONE

THE PROBLEM

1.1       Introduction:

The ultimate goal of a good classroom teacher is to see that his students become useful to themselves and the society.  This goal entails knowledge of content and methodologies.  This is why educational researchers have been investigating the appropriate method that should be used in the classroom so that the learners can be functional in the society.  Researchers have been agitating for a shift from traditional method of teaching to constructivist teaching methods.

Lerman (2003) says that constructivism is the dominant view of learning, at least within the mathematics education community. It is not difficult to understand why it offers a theoretical rationale for the desire of most teachers to shift the focus of authority and control from the teacher to the pupils, it offers a justification for mixed-ability classes and individualized learning; the powerful metaphor of children constructing their own knowledge seems to describe the processes which are currently emphasized as thinking mathematically, particularly in problemsolving. . Constructivism has been widely adopted because it appears to suit existing approaches to teaching.

Traditionally, assessment in the classroom is based on testing.  In this style, it is important for the student to produce the correct answer.   However, in socialist constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the students‟ work, and the students‟ points of view.Tella (2013) shows that environment plays a significant role in the acquisition of and achievement in mathematics.   Adaramola and Obamanu (2013) make it clear that constructivist learning strategy has the ability to improve students‟ cognitive ability in mathematics. Abakpa and Igwue (2013) indicate that mastery learning approach enhanced significant improvement among student‟s achievement and interest in geometry than conventional teaching approach.

Various studies have shown that traditional method of teaching cannot enhance effective retention and achievement of students in mathematics class.  Salman and Ameen (2014) show problem-solving models of instructions could enhance student‟s academic performance better in bearing word problems than the control group.  Anyor and Iji (2014) applying integrated curriculum delivery strategy, students‟ mathematics achievement and retention is adequately and properly improved upon.  Kajuru and Kauru (2014) show that constructivist approach enhanced the performance, achievements and retention ability of students in trigonometry.Constructivist teaching is based on constructivist learning theory (Wikipedia, 2015).  The theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema. Since all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively.  A wide variety of methods claim to be based on constructivist learning theory.  Most of these methods rely on some form of guided discovery where the teacher avoids most direct instructions and attempts to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge.  In the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic.  There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas.  This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition and the subjects are strictly adhered to and are guided by a textbook.

Students‟ attitude toward the teaching and learning of mathematics is a very important factor in the students‟ ability to retain and perform effectively in mathematics. The attitude of students, towards Mathematics plays an important role in the learning process.  It is a disposition of how one considers Mathematics (Mcleod, 2002) while Muhammad and Syed (2008) was of the view that it is a belief that Mathematics is easy or difficult, a belief that a student is bad or good at

Mathematics.  Between male and female, no definite pattern on their attitude towards Mathematics.  Sometimes positive attitude towards Mathematics is in favour of male, sometimes in favour of female and other time‟s indifference between male and female.  Studies like Vermeer, Boekaerts and Seegers (2000); Casey, Nuttall and Pezaris (2001); Michelli (2013) and Mubeen, Saeed and Arif (2013) claimed that while investigating attitude towards Mathematics, it was found as a male domain.  Gugtiotta (2010) revealed that more girls liked Mathematics in fourth grade than boys.  But studies like Nicolaidu and Philippou (2003), Adebule (2014) and Ali, Mushtaq, Shah, Raheem (2017) investigated the relationship between attitude and students‟ achievement and gender differences in attitude towards Mathematics and they found that there was no significant differences between the attitudes towards Mathematics of both genders. Omotosho, Titiloye and Titiloye (2013) regard Mathophobia as a phenomenon which leads students to experience irrational fear of mathematics to the extent they are unable to think about, learn, or be comfortable with the subject.

Hence this study investigated the effect of socialist constructivist teaching strategy on Attitude, Performance and Retention in Algebra among Junior

Secondary school (JSS) students in Kogi State, Nigeria.

1.2       Statement of the Problem:

Algebra is a branch of mathematics in which symbols (usually letters) represent unknown numbers in mathematical expression or equations. Topics in Algebra are taught for its usefulness in other branches of mathematics and in generalization of scientific truth.  This poses problems to the students during the teaching and learning proces since they have a lot of involvement in algebra during mathematics lessons.

Students‟ achievement in secondary school algebra classroom has become a matter for increased focus in recent years, as educators endeavour to provide students essential skills for life in the knowledge-based economy of the 21st century.  The transition from arithmetic to algebra is a difficult task for the mathematics teacher to handle with care.

WAEC Chief Examiner (2013) reported candidates‟ inability to interpret the word problems and encouraged teachers to put in more effort at leading the candidates to solving world problems leading to simple algebraic equations.  In 2015, WAEC/GCE Mathematics Examination, the Chief Examiner‟s report

indicated that algebra was noted to be a major problem for many, with a significant  number being unable to cancel algebraic terms successfully.

In an attempt to solve the problems facing students in learning algebra during mathematics lessons in secondary schools, this study investigated the effect ofsocialist constructivist teaching strategy on Attitude, Performance and Retention in Algebra among Junior Secondary School (JSS) students in Kogi State, Nigeria.

1.3       Objectives of the Study

This studyinvestigated on the effect of socialist constructivist teaching strategy on Attitude, Performance and Retention in Algebra among JSS students in Kogi State, Nigeria specifically withthe following objectives to:

  • find out the effect of socialist constructivist teaching strategy on attitudinalchanges of JSS students  towards the learning of algebra.
  • assess the effect of socialist constructivist teaching strategy on the retention level of JSS students.
  • investigate the effect of socialist constructivist teaching strategy on the

Performance  of JSS students in the learning of algebra.

  • determine the effect of treatment on gender and attitude of JSS students towards the learning of Algebra.
  • evaluate the effect of experimenetal strategy on gender and performance of JSS students in the learning of algebra
  • examine the effect of socialist constructivist teaching strategy on the gender and level of retention of learnt algebra by JSS students.

1.4       Research Questions

The study used the following research questions:

  • What is the effect of socialist constructivist teaching strategy on

Attitude of JSS Students in Kogi State towards algebra?

  • Is thera a significant effect of socialist constructivist teaching strategy on the performance of JSS students in Kogi State in the learnt algebra?
  • To what extent the effectof socialist constructivist teaching strategy on the retention level of JSS students in algebra?
  • Does socialist constructivist teaching strategy have gender attitudinal change among JSS students towards the learning of algebra?
  • What is the effect of experimental strategy on gender and performance among JSS studentsin algebra?
  • Is there a gender gap in algebra?

 

1.5       Null Hypotheses:

The study investigated the effect of Socialist Constructivist teaching strategy on Attitude, Performance and Retention in Algebra among JSS students in Kogi State, Nigeria.  Based on this, thefollowing null hypotheses were formulated and  tested at 0.05 level of significance.

HO1: There is no significant difference in the attitudinalchange of students toward algebra after being taught with socialist constructivist teaching strategy.

HO2: There is no significant difference in the mean performance of students taught with socialist constructivist teaching strategy and those taught with traditional method.

HO3: There is no significant difference in the mean retention level of students taught algebra with socialist constructivist teaching strategy and those taught with traditional method.

HO4: There is no significant difference in the attitudinal changes of male and female students taught algebra using socialist constructivist teaching strategy.

HO5: There is no significant difference in the mean performance of male and female students in algebra exposed to socialist constructivist teaching strategy.

HO6There is no significant difference in the retention levels of male and female students taught algebra using socialist constructivist strategy.

1.6       Significance of the Study 

If this study is effectively carried out in Kogi State, we hope the utility of constructivism would be felt by the students, teachers, government, parents and mathematical professional bodies.

Constructivist teaching strategy would elicit the mathematical realities in students and not just their performance.  It would encourage our students in developing positive attitude changes towards learning and teaching algebra. Students come to learning situations with already formulated knowledge, ideas, and understandings.  This acquired knowledge would serve as foundation for the new knowledge they will create.  The strategy would enable the students to be reflexive on their experiences.  It would also encourage students to be interactive in the classroom situation.

The constructivist teaching strategy would endow the mathematics teachers with variety of teaching methods that suit both the conceptand the students. The teacher would be endowed; with knowledge of flexibility about curriculum goals and knowledge about how students‟ understanding can be assessed.

The teaching strategy involves the use of variety of instructional materials like modeling, scatfolding, field trips, films and class discussion. The school administrators should try to supply needed equipped mathematics laboratory. The parents would also be made to see the need to supply wards with needed mathematics materials. Any materials not supplied by the government, Parent Teachers Association would endeavour to assist.

Mathematical Professional bodies like Mathematical Association of Nigeria, Mathematics Society of Nigeria, Science Teachers Association of Nigeria and others would encourage the mathematics teachers how to assimilate constructivism teaching strategy in the mathematics programme of our secondary schools.

On the application of the 5Es (engage, explore, explain, elaborate, and evaluate) in the teaching of algebra and mathematics in general, the students would have natural assimilation of mathematics.  This would create the much desired academic achievement, retention, positive attitudes, attention and interest in learning algebra as part of mathematics.Students‟ interaction is well enhanced in a constructivist set up.  Students are well recognized as active members of teachinglearning process.  The background knowledge of students paves way for the acquisition of new algebra information.  They would be able to define their questions, lay the ground work of their tasks and make corrections from known to unknown, relevance to irrelevance, concrete to abstract and so on.

Teachers acting as facilitators and coach reduce their tension in the mathematics classroom. Teacher-students interaction is well maintained in the constructivism set up.And student-student interaction is also enhanced. Mathematics teachers would cultivate interest and positive attitudes to encourage students to learn algebra.  They offer activities that embrace constructivist learning styles and instructional formats to stimulate learning for all students.This leads to success of teachers in the classroom. The approach encourages the parents and guardians to provide resources and enabling environment for the children and wards to operate effectively both at school and at home.  This would assist the students to be algebraic conscious in and outside the classroom.

Mathematics textbooks authors and publishers should also endeavour to write and publish mathematics textbooks that imbibe constructivist teaching strategy. The curriculum planners should also try to include constructivism teaching method during curriculum review.  This would assist in the publicity and application of constructivism teaching strategy in the mathematics classroom.

 

 

 

1.7       Basic Assumptions:

The assumptions of the study included the followings:

  • The schools involved in the research belong to government public schools and hence have similar background.
  • Algebra topics for the study were covered by the selected junior secondary school three students during the administration of the research instrument.
  • All the JSS three students had covered the JSS two Mathematics

content.

1.8       Scope/Delimitation of the Study:

The study was conducted in Kogi State and used JSS three students of 2017/2018 academic session. The variables covered include socialistconstructivist teaching strategy (Independent variable).  Attitude, Performance and Retention

(Dependent variables). The instruments used include Algebraic Attitude

Questionnaire Scale (AAQS), Algebra PerformanceTest A (APTA),  Algebra

Performance Test B (APTB),  Algebra Retention Test (ART).Algebra aspect of the Junior Secondary School mathematics syllabus was researched on because it is used in other branches of mathematics and yet students are not performing well in

it.

Due to insecurity in the state, data was collected in two out of eight educational zones.

INFLUENCE OF SOCIALIST CONSTRUCTIVIST TEACHING TACTICS ON APPROACH, PERFORMANCE AND RETENTION IN ALGEBRA AMONG JUNIOR SECONDARY SCHOOL STUDENTS, KOGI STATE, NIGERIA  

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