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| Effect Of Ethno-Mathematics Using Guided Instruction And Lecture Method On Students' Attitude Towards Mathematics In Delta State
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OYOVWE, Onataghogho Sylvia, Dr. S. B. Ijeh, Prof. O. P. Ajaja
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Abstract:
The study looked at how students' attitudes about mathematics changed as a result of employing guided instruction (EMGI) and the lecture method (LM) in Delta State. The study used a 2x2 factorial control group quasi-experimental design with pre- and post-tests. 19, 978 SSII Mathematics students from public secondary schools in Delta State made up the study's population. The study included 313 SSII students. Data were gathered using the Mathematics Attitude Questionnaire (MAQ). Three experts validated MAQ. Cronbach Alpha reliability coefficients for MAQ were 0.78. Mean, standard deviation and analysis of covariance (ANCOVA) were used to analyze the scores. The findings showed that: there was a significant difference between the Mathematics mean attitude scores of students taught with EMGI and those taught with LM, favouring students who were taught with EMGI; and there was no significant interaction effect between instructional methods and sex on students' attitude toward mathematics. It was concluded that EMGI, more than the LM, facilitates students' positive disposition to learn Mathematics. It was recommended amongst others the adoption of EMGI in teaching Mathematics at the secondary level of education.
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