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EFFECT OF GRAPHICAL-SYMBOL TEACHING APPROACH ON SECONDARY SCHOOL STUDENTS’ MENTAL ABILITY IN NUMBER AND NUMERATION IN ANAMBRA STATE
Abstract:
This study investigates the impact of a graphical-symbol teaching approach on the mental ability of secondary school students in the domain of number and numeration in Anambra State. The traditional methods of teaching mathematics often focus on rote memorization and procedural understanding, which may result in limited comprehension and weak mental ability among students.
The purpose of this research is to explore the effectiveness of a graphical-symbol teaching approach in enhancing students' mental ability in number and numeration. The study adopts a quasi-experimental design, employing a control group and an experimental group. The experimental group receives instruction using the graphical-symbol teaching approach, while the control group follows the conventional teaching method.
A sample of secondary school students from Anambra State is selected using a purposive sampling technique. Pre-test and post-test assessments are conducted to measure the mental ability of students in number and numeration. The experimental group is exposed to the graphical-symbol teaching approach for a specified period, while the control group receives regular instruction during the same duration.
The collected data are analyzed using appropriate statistical techniques such as t-tests and analysis of covariance (ANCOVA). The results demonstrate that the graphical-symbol teaching approach significantly enhances students' mental ability in number and numeration when compared to the conventional teaching method. The experimental group exhibits improved problem-solving skills, critical thinking, and conceptual understanding, leading to a more profound grasp of mathematical concepts.
Based on the findings, it is recommended that educators and policymakers consider integrating the graphical-symbol teaching approach into the mathematics curriculum in Anambra State secondary schools. By incorporating visual representations and symbolic notations, students can develop a deeper understanding of abstract mathematical concepts, promoting their mental ability in number and numeration.
The implications of this research extend beyond Anambra State, potentially benefiting mathematics education in other regions. Future studies could explore the long-term effects of the graphical-symbol teaching approach and investigate its applicability to other mathematical domains.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
EFFECT OF GRAPHICAL-SYMBOL TEACHING APPROACH ON SECONDARY SCHOOL STUDENTS’ MENTAL ABILITY IN NUMBER AND NUMERATION IN ANAMBRA STATE. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
