TABLE CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgment
Table of contents
List of appendices
List of tables
Abstract
CHAPTER ONE: INTRODUCTION
Background of Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypothesis
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Teaching and learning mathematics
Concept and components of achievement motivation
Achievement motivational instructional approach
Traditional teaching method
Mathematics Achievement
Numerical Aptitude
Gender and mathematics Achievement
Retention and Mathematics Achievement
Diagrammatical Representation of the Conceptual Framework
Theoretical Framework
David McClelland’s Motivational Needs Theory
Need Achievement Motivation Theory
Review of Empirical Studie
Studies on teaching approaches on primary six pupils gender
Studies on teaching approaches on primary six pupils retention
Studies on the Effect of Achievement Motivational Instructional Approach on Primary Pupils Achievement
Studies on the Effect of Achievement Motivational Instructional Approach on Primary Pupils Retention
Studies on the Effect of Achievement Motivational Instructional Approach on Primary Pupils Numerical aptitude
Summary of Related Literature
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instruments for Data Collection
Validation of the Instrument
Reliability
Experimental Procedure
Control of Extraneous Variable
Training of Teachers
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Summary of Findings
CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY OF THE STUDY
Discussion
Conclusions
Educational Implications
Recommendations
Limitations
Suggestions for Further Studies
Summary
REFERENCES
APPENDICES
ABSTRACT
This study sought to investigate the effect of achievement motivational instructional approach on primary six pupils’ numerical aptitude and retention in mathematic. Eight research questions and ten research hypotheses guided the study. The design of the study was quasi experimental pretest posttest equivalent control group design. The study was carried out in Calabar municipality Local Government Area of Cross River State in the present south-south zone of Nigeria. The population of the study was 2400 primary six pupils’ from the 24 public primary schools in Calabar municipality education zone of Cross River State. Two out of the 24 schools were randomly selected for the study. The sample size for this study was 241. 125 pupils were assigned the experimental group and 116 pupils constituted the control group for the experimental group 70 of the pupils were males and 55 pupils were females. The instruments used for data collection were Mathematics Achievement Test (MAT) and Numerical Aptitude Test (NAT).The MAT was developed by the researcher and the NAT was a standardized test from the state ministry of education. The MAT was subjected to both face and content validation. MAT and NAT were trial tested on 30 pupils and the data generated was used to determine the reliability coefficient of MAT to be 0.86 and of NAT to be 0.83 using Richardson (20) K – R20 formula. MAT and NAT was administered on the groups before treatment started while post-MAT and NAT was administered at the end of the 3 weeks treatment period. After 2 weeks of administration of post-test, the items of both MAT and NAT were reshuffled and again administered on the group as a retention test. Scores from the pretest of MAT and NAT, posttest of MAT and NAT and the retention test were analysed using means, standard deviation and analysis of covariance (ANCOVA). Some of the major findings from the analysis were (i) Achievement motivational instructional approach was found to be capable of enhancing pupils’ achievement, numerical aptitude and retention in Mathematics than the traditional approach. (ii) Achievement motivational instructional approach does not result in differences in achievement, numerical aptitude scores between male and female pupils. (iii) The use of achievement motivational instructional approach improved retention of male and female pupils. Based on the findings, the implication were highlighted and recommendation were made towards better achievements, numerical aptitude and retention of primary six pupils’ in mathematics.
CHAPTER ONE
INTRODUCTION
Background of Study
Mathematics has been described by many researchers and authors of different times in different ways. While some tried to show its elegant precision, beauty and brevity, others tried to show its structure and the training it provides. Ibrahim (2004) said that among the training mathematics provides includes the ability to develop powers of logical thinking, accuracy with figures and spatial awareness. The role of mathematics in the field of science and technology is quite enormous and far-reaching and the usefulness of mathematics in various fields of endeavors has been expatiated by some writers including Usman (2002) and Agwagah (2004).
As a science subject, mathematics deals with counting, measuring and describing shapes or objects. Mathematics can be regarded as a tool for basic science namely physics, chemistry, biology, and even social sciences, for example geography, economics, banking and finance. The role of mathematics is very important in everyday life that its position is felt in all aspects of life. For instance, for the purpose of economic survival, every citizen needs to be able to compare and estimate commodities and cost of prices. The citizens requires some degree of competence in mathematical computations for the purpose of carrying out routine daily businesses and for thinking effectively. Akinsola and Popoola (2004), supported this fact when they said that mathematics fosters intellectual skills that enable man analyze complex problems, recognize logical relations between interdependent factors as well as formulate general.....
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