effect of relational teaching approach on student’s performance in mathematics in secondary schools

Description

ABSTRACT

The study determined the effect of relational teaching approach on students’ interest and performance in primary schools. The study was carried out in Makurdi local government area of Benue State. A sample size of forty (40) secondary school student was used. The study was a quasi-experimental design. Data were collected using tow (2) instruments, namely: Mathematics Performance Test (MPT) and Mathematics Interest Inventory (MII). Four research questions and four research hypotheses were formulated to guide the study. The research questions were answered using mean and stand deviation while the hypotheses were tested at 5% level of significance. Results from the study revealed that students taught mathematics using relational teaching approach performed higher and also showed greater interest in learning mathematics than those taught with the instrumental approach. The study also revealed that the male students performed higher than the female students in mathematics in the experimental group, however, they showed similar interest in mathematics.

TABLE OF CONTENTS

COVER PAGE

TITLE PAGE

APPROVAL PAGE

DEDICATION

ACKNOWELDGEMENT

ABSTRACT

CHAPTER ONE

1.0      INTRODUCTION

1.1      BACKGROUND OF THE STUDY

• STATEMENT OF THE PROBLEM
• AIM/OBJECTIVE OF THE STUDY
• RESEARCH QUESTIONS
• RESEARCH HYPOTHESES

CHAPTER TWO

LITERATURE REVIEW

• REVIEW OF THE STUDY
• OVERVIEW OF THE RELATIONAL EDUCATION
• RELATIONAL EDUCATION PEDAGOGY MODEL
• RELATIONAL EDUCATION AND STUDENTS’ ACADEMIC ACHIEVEMENT
• REVIEW OF MATHEMATICS
• STRATEGIES FOR INCREASING STUDENT MOTIVATION IN MATH

 

CHAPTER THREE

METHODOLOGY

• INTRODUCTION
• RESEARCH DESIGN
• SAMPLE AND SAMPLING TECHNIQUES
• VALIDITY OF THE INSTRUMENT
• DATA COLLECTION
• ANALYSIS OF THE DATA

 

CHAPTER FOUR

RESULT ANALYSIS

• RESULTS
• DISCUSSION

CHAPTER FIVE

• CONCLUSION AND RECOMMENDATION

REFERENCES

 

CHAPTER FIVE

1.0                                               INTRODUCTION

1.1                                 BACKGROUND OF THE STUDY

Mathematics is a powerful tool for global understanding and communication that organizes our lives and prevents chaos. Mathematics is an intellectually stimulating subject that affects every talent of human activities such as politics, economics, science and technology (Hassan, Abari, Aruwa, Benendict & Ndanusa, 2017). Mathematics helps us understand the world and provides an effective way of building mental discipline. Mathematics encourages logical reasoning, critical thinking, creative thinking, abstract or spatial thinking, problem-solving ability, and even effective communication skills (Yaeger, 2021). It is in view of this that, all over the world, educators and practitioners of mathematics have dedicated much effort and time to enhance teaching and learning of mathematics. Mathematics thinking is important for all members of a modern society as a habit of the mind for its use in the workplace, business, and for personal decision making. Mathematics is fundamental to understanding science, engineering, technology and economics (Amuta, 2014). Mathematics is so important in science and serve in so many of its branches that it has been called “the queen and servant of the sciences” (as cited by Eric, 1996 in Amuta, 2014).

The goals of the primary mathematics curriculum are to: stimulate interest in the learning of mathematics, help students understand and acquire basic mathematical concepts and computational skills, help students develop creativity and the ability to think, communicate, and solve problems. Mathematics at the primary level introduces children to concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum. It helps children make sense of the numbers, patterns and shapes they see in the world around them, offers ways of handling data in an increasingly digital world and makes a crucial contribution to their development as successful learners (Peterson, 2011). According to the National Association for the Education of Young Children, children knowledge of mathematics skills at the primary level “predicts their mathematics achievement for later years”. Using different activities that allow children to use and develop mathematics skills develops strong logic and reasoning skills in children (McCarson, 2017).

Learning in mathematics was first explained by Richard Skemp, a mathematician and psychologist. The main ‘thrust’ of his argument is that learners construct schemata to link what they already know with new learning. According to Skemp, mathematics involves an extensive hierarchy of concepts – we cannot form any particular concept until we have formed all the subsidiary ones upon which it depends. Skemp also suggested that emotions play a dominant part in the way in which we learn. Skemp suggested that there are two kinds of learning in mathematics which are instrumental understanding and relational understanding (Evans, 2016).

Relational learning is a way of being with students from a social constructionist perspective where those involved in education – students, mentors, and professors – learn from each other through the sharing of ideas and together create the learning/teaching world. Relational learning are practices that invite both students and teachers to enter into a dialogue about learning (Oliverian, 2019). The involvement of multiple parties in the task of learning deconstructs the hierarchy within the traditional teaching relationship and opens space for more collaborative experiences (Toas, 2021). Relational understanding is a more meaningful learning in which the pupil is able to understand the links and relationships which give mathematics its structure which is more beneficial in the long term and aids motivation, e.g, writing 10 would be understood as “ This is why we write 10 like this (in terms of place value)” in relational terms (Evans, 2016). Instrumental understanding is a mechanical, rote or ‘learn the rule/method/algorithm’ kind of learning which gives quicker results for the teacher in the short term, e.g writing 10 would be understood as “This is how we write 10” in instrumental terms (Evans, 2016; Lesleigh, 2015).

Both are deemed important for mathematics. In Relational understanding and Instrumental understanding Skemp contrasts two perspectives of mathematics. Using the terms relational and instrumental from Stieg Mellin-Olsen, Skemp introduces relational understanding as “knowing both what to do and why” and instrumental understanding as the ability to execute mathematical rules and procedures. Skemp propose three advantages of instrumental mathematics that make it preferred amongst many mathematics teachers:

• within its own context, instrumental mathematics is often easier to understand (b) the rewards for following a procedure and getting a correct answer are more immediate and (c) because less knowledge is involved, it’s often correct answers come more easily and reliably. In contrast, Skemp identifies four advantages to relational mathematics: (a) it is more adaptable to new tasks (b) it is easier to remember (c) relational knowledge can be effective as a goal in itself and (d) relational schemas are organic in

Instrumental mathematics center around rote learning, memory, rules and correct answers. Relational mathematics focus more on establishing connections, building understanding over time, applying concepts to other problems, and gradual increases in complexity (Currell, 2018). An emphasis on the Relational approach leads pupils to a deeper understanding of mathematics and a boosted confidence in the long run. The Instrumental (or procedural) method can sometimes be easier to pick up. It provides rules to get the right answers, and can be a rewarding option for arriving at the correct answer quickly. However, it does not promote a deeper understanding of mathematics as found in the Relational (or connected) approach – where what is learnt can be adapted to new tasks, becomes easier to remember, and exists on an intuitive, organic level.

Mathematics interest has been justified to be correlated with mathematics achievement (Kin, Jiang & Song, 2015). The low-interest problem for almost all students is usually accompanied by low motivation (Krapp, 1999). Furthermore, students with continuously low performance in mathematics may eventually lose their interest and refuse to learn further (Schraw et al. 2001). This could be seen as a serious impediment to learning.

School performance otherwise called academic performance is the measurement of student achievement across various academic subjects. Torres and Rodriguez (2006 quoted by Willcox, 2011) define school performance as the level of knowledge shown in an area or subject compared to the norm, and it is generally measured using the terminal examinations.

There is a large body of international research on sex differences in academic performance in mathematics. Education has been considered among the basic rights of human beings. From the learning perspective, the sex has seemed to play a significant role. The role plays an essential role in motivation, attitudes, and achievement of students (Mousa, 2017).

1.2     Statement of the problem

Mathematics is considered by many people to be a series of rules to be memorized, or as arithmetic calculations, mysterious and algebraic equations, and geometrical proofs (Delice, Ertekin, Aydın, & Dilmaç, 2009). For this reason, probably the most feared subject in the Nigeria educational system is the mathematics with no exception. The purpose of mathematics classes in schools is to help students gain problem-solving skills, reasoning, to be able to make interconnections, generalization, establish communications, and some other mathematical skills such as sensory and psychomotor skills, and to use these skills in order to solve problems they encounter in real life ( Gürefe & Kan, 2013). A relational approach puts relationships at the heart of teaching and emphasizes the importance of meaningful connections between educators and learners, as well as between learners and their peers (Bovill, 2020). In the past it was discovered that lack of relational teaching approach in mathematics is one of the main causes of students poor performance (Toluk Uçar, 2007). However, this study discusses the impact of relational teaching approach on student’s performance in mathematics in secondary schools in Makurdi

1.3     Aim and objectives of the study

The purpose of this study is to investigate the effect of relational teaching approach on student’s interest and achievement in mathematics in Makurdi local government area of Benue State. The specific objectives of the work are to:

1. Determine the mean performance scores of primary school pupils taught arithmetic using relational approach and those taught using instrumental
2. Determine the mean interest rating of secondary school pupils taught arithmetic using relational approach and those taught using instrumental approach

• Determine the mean performance scores of male and female primary school pupils taught arithmetic using relational approach

1. Determine the mean interest rating of male and female primary school pupils taught arithmetic using relational approach

1.4     Research Questions

This study provided answers to the following research questions:

1. What is the mean performance scores of primary school pupils taught arithmetic using relational approach and those taught using instrumental approach?
2. What is the mean interest rating of primary school pupils taught arithmetic using relational approach and those taught using instrumental approach?

• What is the mean performance scores of male and female primary school pupils taught arithmetic using relational approach?

1. What is the mean interest rating of male and female primary school pupils taught arithmetic using relational approach?

1.5     Research Hypotheses

The following hypotheses will be formulated and tested at 0.05 level of significance to guide the study:

1. There is no significant in the mean performance scores of primary school pupils taught arithmetic using relational approach and those taught using instrumental
2. There is no significant in the mean interest rating of primary school pupils taught arithmetic using relational approach and those taught using instrumental

• There is no significant in the mean performance scores of male and female primary school pupils taught arithmetic using relational

1. There is no significant in the mean interest rating of male and female primary school pupils taught arithmetic using relational.

CHAPTER FIVE

5.1                        CONCLUSION AND RECOMMENDATION

This study explored effect of relational teaching approach on student’s performance in mathematics in secondary schools in Makurdi Local Government Area of Benue State, Nigeria.

Based on the findings, the study recommended that students across all levels of education should build positive student-teacher relationship with their teachers by engaging actively in classroom activities, showing respect to the mathematics teacher and also try as much as possible to communicate consistently with the mathematics teacher. The study also recommended that mathematics teachers should be encouraged to improve on their personal relationship with their students as this will enhance the academic performance of the students, and they should also bring their wealth of experience in teaching of mathematics to the level of students’ aptitude to make personal relationships of students with their teachers more interesting so as to arouse the interest of the students to academic excellence.