EFFECT OF PRIOR KNOWLEDGE OF BEHAVIOURAL OBJECTIVES ON MATHEMATICS ACHIEVEMENT OF HIGH AND LOW MENTAL ABILITY SECONDARY SCHOOL STUDENTS IN IMO STATE, NIGERIA
DOI:
https://doi.org/10.20319/pijss.2016.s21.255264Keywords:
Prior Knowledge, Behavioural Objective, Mental AbilityAbstract
The high rate of failure in external mathematics examination among secondary school students in Nigeria calls for great concern. The sole use of conventional methods by mathematics teachers in teaching could be one of the factors that lead to high rate of failure in mathematics examinations. Against this background, this study determined the effect of prior knowledge of behavioural objectives on Mathematics achievement of high and low mental ability secondary school students in Imo State, Nigeria. Two research questions and two null hypotheses provided focus to this study. Quasi experimental design specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 94(45 male and 49 female) mathematics students with average age of 15 years was used for the study. Two instruments: General Mental Ability Test (GMAT) and Mathematics Achievement Test (MAT) were used for data collection. The instruments were face and content validated by experts. The reliability of MAT was established using Kuder Richardson formula 21 (KR-21) for section A and Cronbach alpha for section B and were found to have internal consistency of 0.99 and 0.86 respectively. The reliability of GMAT was ascertained using Kuder Richardson formula 21 (KR-21) which yielded an internal consistency of 0.99. Mean was used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. Results showed that: High mental ability students who had prior knowledge of behavioural objectives performed better than the high mental ability students who did of behavioural objectives performed better than the low mental ability students who did not have prior knowledge of behavioural objectives. Based on the findings, the researcher recommended that mathematics teachers should expose learners to the knowledge of behavioural objectives before the lesson’s content development begins.
References
Amadi, R. N. (2006).Curriculum theory and planning.Owerri: DolfMadi Books.
Aremu, D.B., &Sangodoyin, F.R. (2010). Circles of learning: Cooperation in the classroom. Association for Supervision and Curriculum Journal, 4(3), 209-218.
Bello, B.G., &Abimbola, P.O. (2007).Mental abilities as a correlate of school achievement. Steen: MAA Notes.
Crow, L. (2004). Facilitator versus teacher.Journal of College Science Teaching, 34(3), 66-67.
India Bix Technology (2014). Figure matrix discussion. Retrieved from http://www.indiabix.edu/prfdev/resources/learning/groupsl.htm
Mankilik, T.R., &Umaru, K.F. (2011).Cognitive abilities – reasoning. New York: Teachers College Press.
Mbakwem, J.N. (2005). Importance of teaching with specified objectives. Journal of Science,3(1),51-57.
Moseri, D.C., Onwuka, E, & Smart, B.O (2010).The correlation of mental ability of students and achievement in mathematics.Educational Research and Review, 3 (1), 83-87. Retrieved from http://www.academicjournals.org/ERR
Newman, K.O. (2006). Advanced educational psychology of education (6thed). Lagos: Led Publishers.
Obasi, V.C. (2014). Innovative methods use by mathematics teachers.Alvana Journal of Science, 5(2),25-30.
Olosunde, T.I. &Olaleye, W.O. (2010). Interaction in advanced EFL pedagogy: a comparison of form-focused activities. International Journal of Educational Research, 37(3), 323-341.
Onwukwe, E.O. (2010). Combined effects of play-simulations and teaching with analogy on secondary school students’ achievement in chemistry.(Unpublished Doctoral dissertation).NnamdiAzikiwe University, Awka.
Onyemerekeya, C.C. (2008). Basic principles and methods of teaching and learning.Awka: NuelCenti Publishers.
Smaldino, J.O. (2007). Learning outcomes and instructional objectives. Retrieved from www.psy.gla.ac.uk/steve/lobjs.html
Sophie, F., Benedikt, V.M., Chamorro-Premuzic, S., & Tomas, R.T. (2011). Teaching and Learning in the College Classroom: A Review of the Research Literature, Ann Arbor: Regents of the University of Michigan.
The West African Examinations council (2010, 2011, 2012, 2013, 2014).Annual Reports. Retrieved from http://www.thisdaylive.com; http://www.joeyreports.com.ng; http://www.nuc.edu.ng; http://www.vanguardngr.com; http://www.thenationonlineng.net respectively.
Uche, S.C., &Umoren, G.U. (2007).Integrated science teaching: Perspectives and approaches. Aba: A. A.U. Vitalis Books Company.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.