Effects of Algebra Tiles Teaching Approach on Students Achievement in Quadratic Equation in FCT Abuja, Nigeria
Abstract
This study investigated the effect of Algebra Tiles Teaching Approach on students’ achievement in quadratic equation in the Federal Capital Territory, Abuja. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental research design (intact class, pre-test, post-test control group design). A sample size of 122 Senior Secondary School students made up of 64 SS 2A students drawn from Government Secondary School Gwagwalada; and 58 SS 2A students, drawn from Government Secondary School, Kwali. “Quadratic Equation Achievement Test (QEAT)” containing 20 Multiple Choice Test items was developed to elicit data for the study. Mean scores and standard deviation were used to answer the research questions; while t-test was used to test the null hypotheses. The findings of the study revealed that students taught quadratic equation using Algebra Tiles Teaching Approach had higher mean achievement scores than their counterparts taught using conventional teaching method. Also, the study found that there is a significant difference between the mean achievement scores of male and female students taught quadratic equation using Algebra Tiles Teaching Approach. The study concluded that Algebra Tiles Teaching Approach had significant effect on students’ achievement in quadratic equation in public senior secondary schools in FCT, Nigeria. It was recommended that mathematics teachers should create more time for extension classes in preparation for internal and external examinations. As this will enhance students’ academic achievements.
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References
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