Abstract

TIERED INSTRUCTION AND STUDENTS ‘ACHIEVEMENTS FOR MATHEMATICAL GROWTH AND SUSTAINABLE DEVELOPMENT

Akudo Otuniuya Kennedy, Olaoye Adetunji Abiola Alabi Ibraheem Abiola & Otun Ismaila Wasiu

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Abstract The study focussed on tiered instruction as a mechanism for students ‘achievement in mathematical growth and sustainable development. As a quasi-experimental study with pre-and post-tests of 3x3x2 factorial matrix of control group (conventional) and two experimental groups E1(kinaesthetic style)and E2 (audio-visual style), it purposively sampled 323 students from three public secondary schools 2 in Lagos State. The instruments included Students’ Style Diagnostic Test (SSDT), Students’ Continuous Assessment Sheets (SCAS) and Students Mathematics Achievement Scores (SMAS) with reliabilities coefficients of 0.75, 0.82 and 0.71 respectively. The study was anchored with three hypotheses, tested at 0.05 levels with histogram and ANCOVA as statistical tools. Findings showed that the students differ significantly in achievement and ability after exposure to tiered instructional strategy F(2, 322) = 20.42; p < 0.05 and F(2, 322) = 60.13; p < 0.05 respectively. Conversely, the result F(1, 322) = 0.22; p > 0.05 shows that there was no significant gender difference in the achievement or ability of the students in mathematics.Based on the aforementioned results, it was recommended that tiered instructional strategy should be encouraged and prioritized in schools characterized by mixed abilities and learning styles for sustainable growth and development of mathematical skills. Keywords:Tiered instruction strategy, students’ mathematics achievement and ability levels,

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