EFFECT OF PARTITIVE VARIATION TEACHING STRATEGY ON PUPIL’S MOTIVATION AND PERFORMANCE IN BASIC SCHOOL ALGEBRA IN BENUE STATE, NIGERIA
Clement OrverIgyu; Martha Mimi Chianson-Akaa; Iorhemen John Kyeleve&Benjamin IorstwamImoko
Department of Science and Mathematics Education
Benue State University, Makurdi, Nigeria
ABSTRACT
This study investigated the effect of partitive variation teaching strategy on pupils’ motivation and academic performance in basic five algebra in Benue state, Nigeria. The quasi experimental, pretest-posttest design was adopted for the research. Four schools were systematically selected in Zone B education zone of the state. There were 113 pupils (54 male, 59 female) in the experimental group and 141 pupils (77 male, 64 female) in the control group. Two research questions and two hypotheses guided the study. There were two instruments used for the study: the algebra performance test (APT) which was an objective test and the Algebra Motivation Questionnaire (AMQ). These were administered on the respondents before and after teaching using carefully prepared lesson plans for both groups of pupils. The experimental procedure took 6 weeks from training to completion. The data collected were analysed using SPSS for Windows analytical software. Means and standard deviations were used to answer the research questions. The multivariate analysis of covariance (MANCOVA) was used to compare the means of motivation ratings, while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that there was statistically significant difference F (6,490) = 44.64; P = 0.00 < 0.05 in the mean motivation ratings and mean performance F (3,245) = 43.12; P = 0.00 < 0.05 between the experimental and control groups. The study concluded that the partitive variation teaching strategy motivates pupils and improves algebra performance among Basic 5 pupils.
Keywords:partitive variation, motivation, performance, algebra, Basic school
