INFLUENCE OF A VARIATION THEORY TEACHING STRATEGYON MALE AND FEMALE PUPILS’ ALGEBRAIC MOTIVATION, UNDERSTANDING AND PERFORMANCE
Clement Orver Igyu1, Martha Mimi Chianson-Akaa1;Iorhemen John Kyeleve1& Christopher Odumu Ameh2
1Department of Science and Mathematics Education, Benue State University, Makurdi,
2Departmentof Mathematics, College of Education, Oju, Benue State
Email:igyuclement@gmail.com
ABSTRACT
This study investigated influence of Partitive Variation Teaching Strategy (PVTS) on male and female Basic Five Pupils’ algebraic motivation, understanding and performance in Benue state, Nigeria. The quasi experimental, pretest-posttest design was adopted for the research. Two schools were systematically selected in Zone B education zone of the state. There were 113 pupils (54 male, 59 female) in the two schools. Three research questions and three hypotheses guided the study. The experimental procedure took 6 weeks from training to completion. The pupils were taught using carefully prepared lesson plans based on the Partitive Variation Teaching Strategy (PVTS). There were three instruments used for the study: The Algebra Motivation Questionnaire (AMQ), algebra performance test (APT) which was an objective test and the Algebra Understanding Test, which was theory. The data collected were analysed using SPSS for Windows analytical software. Means and standard deviations were used to answer the research questions. Means and standard deviations were used to answer the research question while multivariate analysis of covariance (MANCOVA) as well as analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that there was no statistically significant difference where F (2, 110) = 1.47 and p = 0.24> 0.05 in the mean motivation rating of the respondents in the experimental group in terms of gender. Also, there was no statistically significant influence, where F (1,110) = 0.08 and p = 0.78> 0.05 on the understanding ability and F (1, 110) = 0.33 and p = 0.57> 0.05 for performance between male and female pupils. It was concluded that the partitive variation teaching strategy was not gender biased and therefore should be used for the effective teaching and learning of algebra at the basic level of education.
Keywords:Partitivevariation, motivation, understanding, performance, algebra, Basic Five
