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Fishing Tools Instructional Approach and Students' Achievement

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Fishing Tools Instructional Approach and Students' Achievement FISHING TOOLS INSTRUCTIONAL APPROACH AND STUDENTS’ ACHIEVEMENT, RETENTION AND INTEREST IN SENIOR SECONDARY SCHOOL GEOMETRY BY OJOKO, SUNDAY ERIC PG/Ph.D/10/57032 DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA OCTOBER, 2015. i 1 TITLE PAGE FISHING TOOLS INSTRUCTIONAL APPROACH AND STUDENTS’ ACHIEVEMENT, RETENTION AND INTEREST IN SENIOR SECONDARY SCHOOL GEOMETRY BY OJOKO, SUNDAY ERIC PG/Ph.D/10/57032 THESIS SUBMITTED TO THE DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) IN SCIENCE EDUCATION (MATHEMATICS) SUPERVISOR: PROF. U.N.V AGWAGAH OCTOBER, 2015. i 2 CERTIFICATION OJOKO, SUNDAY ERIC, a postgraduate student in the Department of Science Education with the Registration Number PG/Ph.D/10/57032, has satisfactorily completed the requirements for the Degree of Doctor of Philosophy in Science Education (Mathematics). The work embodied in this thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other university. __________________ __________________ Ojoko, Sunday E Prof. U.N.V. Agwagah Student Supervisor ii 3 APPROVAL PAGE This thesis has been read and approved for the Department of Science Education, University of Nigeria, Nsukka. By __________________________ __________________ Prof. U. N. V Agwagah Dr. J. J. Agah Supervisor Internal Examiner __________________ __________________ Prof. I. O. Enukaoha Prof. Z. C. Njoku External Examiner Head of Department __________________________ Prof. Uju. Umo Dean, Faculty of Education iii 4 DEDICATION This work is dedicated to my Excellent Lord and Saviour Jesus Christ, for lavishing His infinite love, goodness and favour upon me, my family and humanity. iv 5 ACKNOWLEDGEMENTS With deep sense of joy and humility, the researcher wishes to express his profound appreciation and gratitude to his supervisor, Prof. (Lady) U.N.V. Agwagah for her warm encouragement, guidance, patience, suggestions, pieces of advice, attention and untiring effort in making this work a huge success. The researcher is also thankful to Prof. A. Ali (of blessed memory), Prof. K. O. Usman, Dr B. C. Madu, Dr J. J. Agah and Chf (Dr) W. J. Ubulom (KSC) for validating the instruments used for the study. Also duly recognized and appreciated for reading the work are: Dr B. C. Madu, Dr E. K. N. Nwagu, Dr J. J. Agah, Dr J. J. Ezeugwu, Dr F. M. Onu, Dr (Mrs) J. A. Ukonze and Barr. S. O. Ojoko (Jnr). The researcher is highly indebted to Prof. Z. C. Njoku (HOD, Science Education) and Prof. E. C. Osinem for chairing the proposal and seminar sessions of the study respectively. Also, his sincere gratitude goes to: Prof. N. E. Dienye, Prof. M. J. Ahiakwo and Prof. (Mrs) J. I. Alamina for their inspiration, motivation, mentorship and encouragement. Special appreciation and commendation go to his dearly beloved wife, Mrs. Ngokimun S. Ojoko and his blessed children: Dr. A. S. Ojoko, Christianah, Esther, Ifukikaloawaji, Mbeekiji, Nnwonisi and Irotnte for their delightful concern, encouragement, understanding, financial support and prayers. The researcher is also grateful to his parents, Mr. Eric Ojoko Ijente and Mrs. Christianah E. Ojoko (both of blessed memory) for their investment and financial support. The researcher also appreciates King Andrew Ojoko Ijente Efuya X, Late Chief Micah L. Ojoko Ijente and Chief E. D. Mbikan Uduyok-Ugane for their mentorship and encouragement. His younger brother, Pastor Egbert E. Ojoko is also commended for support and encouragement. To all his well-wishers in this strenuous task, may God bless and reward them all abundantly in Jesus Precious Name, Amen. Finally and most importantly, the researcher is deeply grateful to God Almighty for giving him life and enablement to complete the programme successfully. May His name alone be highly exalted and glorified in Jesus Mighty Name, Amen. Ojoko, Sunday E. Department of Science Education, University of Nigeria, Nsukka. October, 2015. v 6 TABLE OF CONTENTS Title page i Approval page ii Certification iii Dedication iv Acknowledgements v Table of Contents vi List of Tables ix List of Figures x Abstract xi CHAPTER ONE: INTRODUCTION Background of the Study 1 Statement of the Problem 13 Purpose of the Study 14 Significance of the Study 15 Scope of the Study 18 Research Questions 19 Research Hypotheses 19 CHAPTER TWO: LITERATURE REVIEW Conceptual Framework 21 Current status of teaching and learning Mathematics/ Geometry 22 Concept of instructional materials, types and uses 32 Fishing tools as mathematics teaching resources 39 Concept and perspective of fishing tools 39 Meaning and types of fishing tools 43 Construction of some fishing tools 47 Uses of fishing tools in teaching and learning of some geometrical concepts 49 Retention and achievement in mathematics/geometry 51 Interest and achievement in mathematics/geometry 57 Gender and mathematics achievement 59 vi 7 Theoretical Framework 64 Piaget’s theory of cognitive development 64 Bruner’s theory on mathematics Instruction 68 Empirical Studies 69 Studies on achievements in mathematics 69 Studies on instructional materials and achievements in mathematics 75 Retention as a factor in mathematics achievements 77 Interest as a factor in mathematics achievements 80 Gender as a factor in students’ achievements in Mathematics 82 Summary of Literature Review 87 CHAPTER THREE: RESEARCH METHOD Design of the Study 90 Area of the Study 91 Population of the Study 91 Sample and Sampling Technique 92 Instruments for Data Collection 92 Development of Geometry and Retention Tests 92 Validation of the Instruments 94 Reliability of the Instruments 95 Experimental (Treatment) Procedures 96 Control of Extraneous Variables 97 Method of Data Collection/Scoring 99 Method of Data Analysis 99 CHAPTER FOUR: RESULTS Results of Research Questions 100 Results of Research Hypotheses 103 Summary of Finding 110 CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY Discussion of Findings 113 Students’ Achievement in Geometry 113 Students’ Retention in Geometry 115 Students’ Interest in Geometry 116 Influence of Gender on Students’ Achievement in Geometry 116 vii 8 Gender Influence on Students’ Retention and Interest in Geometry 118 Interaction Effects of Method and Gender on Achievement, Retention and Interest in Geometry 119 Conclusion 120 Educational Implications of the Study 121 Recommendations 122 Limitations of the Study 123 Suggestions for Further Study 123 Summary of the Study 123 REFERENCES 126 APPENDICES 144 A: Geometry Achievement test (GAT) 144 B: Geometry Retention Test (GRT) 151 C: Geometry Achievement Test (GAT) marking scheme 158 D: Delayed Geometry Achievement Test marking scheme 159 E: Pre-Geometry Interest Scale (PREGIS) 160 F: Post- Geometry Interest Scale (POSTGIS) 161 G: Lesson plans using Fishing Tools Instructional Approach 162 H: Lesson Plans using Conventional Method 193 I: Computation of the Reliability of Geometry Achievement Test (GAT) 211 J: Analysis of WAEC from 2000-2004 adapted from Kurumeh (2006) 218 K: Table of Specification or Test Blue Print on Geometry Achievement Test (GAT) 219 L: Some Fishing Tools 220 M: Types of Fishes with Pictures 224 N: Senior Secondary I Students’ Population of Schools as at 2014/2015 academic session in Andoni Local Government Area 228 O: ANCOVA for GAT Output 229 viii 9 LIST OF TABLES Table Page 1: Mean and Standard deviation of pretest and post test scores of students taught geometry of two and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method. 100 2: Mean and Standard deviation of retention scores of the students taught geometry of two and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method. 101 3: Mean and Standard deviation of interest scores of students taught geometry of two- and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method 102 4: Mean and Standard deviation of mean achievement scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach. 102 5: Mean and Standard deviation of retention scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach 103 6: Mean and Standard deviation of interest scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach 104 7: Analysis of Covariance (ANCOVA) of the mean achievement scores of students taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method 105 8: Analysis of Covariance (ANCOVA) of the mean retention scores of students taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method 106 9: Analysis of Covariance (ANCOVA) of the mean interest scores of students taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method 107 ix 10 LIST OF FIGURES Figure 1: A schematic representation of the essential variables in the study. 63 x 11 Abstract This study was designed to determine the efficacy of fishing tools instructional approach and students’ achievement,
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