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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/240

Title: EFFECT OF INCLUSION INSTRUCTIONAL STRATEGY ON MOTIVATION AND ACHIEVEMENT OF MIDDLE BASIC PUPILS WITH MATHEMATICS LEARNING CHALLENGE IN BENUE STATE, NIGERIA
Authors: YAKUBU, IRENE WANAEMI
Keywords: EFFECT, INCLUSION, INSTRUCTIONAL, STRATEGY, MOTIVATION, ACHIEVEMENT, MIDDLE,. BASIC, PUPILS, MATHEMATICS, LEARNING, CHALLENGE, BENUE STATE, NIGERIA
Issue Date: Dec-2017
Abstract: This study was carried out to determine the effect of inclusion instructional strategy on motivation and achievement of middle basic pupils with mathematics learning challenge in Benue State. The study also considered gender as a moderating variable. The study was guided by eight research questions and eight hypotheses. The study was a non-randomized quasi experimental design, specifically pretest- posttest control group. The population of the study consisted of 6823 middle basic pupils with mathematics learning challenge in Benue State. A sample of 64 primary 5 pupils from four primary schools in Zone B education zone was used for the study. The sample was drawn using the Mathematics Test for Selecting Pupils with Learning Challenge (MTSPLC). Data were collected using two instruments, namely, Mathematics Achievement Test (MAT) and Mathematics Motivation Questionnaire (MMQ). The reliability co-efficient of MAT as determined by using Kuder Richardson 21 (K-21) statistics was 0.82, while that of MMQ was 0.74 as determined through Cronbach Alpha. The research questions were answered using descriptive statistics, while the hypotheses were tested using Analysis of covariance (ANCOVA) at 0.05 level of significance. It was found that pupils with mathematics learning challenge taught using inclusion instructional strategy showed higher motivation and achievement than pupils with mathematics learning challenge taught without inclusion instructional strategy (F-Cal 55.84; P < 0.05) and (F-Cal 333.04; P < 0.05) respectively. There was no significant difference between male and female pupils in terms of mean motivation rating scores (F-Cal 4.02; P > 0.05) and mean achievement scores (F-Cal 0.83; P > 0.05). The result indicated that the use of inclusion instructional strategy is effective in teaching pupils with mathematics learning challenge. The study recommended among others that mathematics teachers should be trained on the use of inclusion instructional strategy, so as to enhance the motivation and achievement of middle basic pupils with mathematics learning challenge.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/240
Appears in Collections:Curriculum and Teaching

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