Abstract

EFFECT OF GUIDED SCORING INSTRUCTIONAL APPROACH ON SENIOR SECONDARY SCHOOL STUDENTS? ACHIEVEMENT AND INTEREST ON ALGEBRA

EGBE IRENE O. (Ph.D)

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Abstract The study investigated the effects of guided scoring instructional approach on senior secondary school students? achievement and interest in algebra. Four research questions and four hypotheses guided the study. The study employed a non-equivalent control group quasi-experimental design. The study area was Abakaliki Education Zone. The study was conducted in two secondary schools. In one of the schools, intact classes of SSII was assigned to treatment group while in the second school, the intact classes of SSII were assigned to the control group. The treatment group was taught algebra using guided scoring instructional package while the control group was taught algebra using the conventional teaching package. Algebra Achievement Test (AAT) was used to collect data on achievement of the students while Algebra Interest Inventory (AII) was used to collect data on students? interest. Mean and standard deviation were used to answer research questions and analysis of covariance (ANCOVA) was used to test the hypotheses. The result revealed that guided scoring instructional approach is superior to the conventional instructional approach in facilitating achievement and interest in algebra. The study also revealed that although with guided scoring instructional approach male students showed higher achievement than the female students, the difference in the mean achievement of male and female students taught using the approach is not statistically significant. There was no significant interaction effect between gender and instructional approach on students? achievement and interest in algebra. The researcher therefore recommended that guided scoring instructional approach be adopted in our school system.

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