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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The purpose of this research work was to assess the relative effectiveness of three teaching methods on students' achievement in secondary school Mathematics. The design of the study was a quasi-experimental pretest posttest research design using intact classes. A sample of 150 students randomly selected from three secondary schools in Ogbadibo Local Government Area was used in this study. The instrument for data collection was a 25-item achievement test in mathematics (ATM) developed by the researcher for the purpose of measuring students' achievement in mathematics. The reliability coefficient for the instrument using Cronbach coefficient alpha was 0.95. In the study, two research questions were answered and two hypotheses were tested. The results indicated that students taught using activity method performed better than those taught using discussion and lecture methods; there was no significant difference in mean achievement between boys and girls when they are taught using activity method. Moreover, a significant difference exists in mean achievement scores of male and female students when they are taught mathematics using lecture method. The paper recommends among others that mathematics teachers should employ appropriate pedagogical methods in order to obviate cognitive dissonance and frustration associated with learning failures in mathematics |
| Keywords: relative effectiveness, three teaching methods, achievement, lecture method, discussion method, activity method. |
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