Mathematics is used in everyday life, be it social, economic, arts, science or technology. However, empirical evidence shows that students achieve poorly in the subject at School Certificate level especially in the algebraic expression. Research findings have indicated that this low achievement may be attributed to inappropriate pedagogies used by teachers and this necessitated this study. The study made use of a quasi-experimental design of the non-equivalent control group. The sample of 604 part II students was drawn from technical schools in educational zones A and B using multistage sampling technique. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The instrument- AWPAT whose reliability was established using Cronbach Alpha to be 0.722 was used for data collection. Data collected was analyzed using mean and standard deviations to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. The result showed that the Vocabulary Building Instruction method used has enhanced students’ achievement significantly. The gap between male and female students on achievement was also minimized. Based on the findings of the study, technical school teachers were recommended to adopt method not only for algebra but other difficult topics in mathematics.
| Published in | Science Journal of Applied Mathematics and Statistics (Volume 3, Issue 6) |
| DOI | 10.11648/j.sjams.20150306.20 |
| Page(s) | 298-305 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Vocabulary Building Instruction (VBI), Technical School Students, Algebraic Word Problem, Benue State, Mathematics
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APA Style
Clement Onwu Iji, Godwin Aôndohemba Fiase, Odihi Adikwu. (2015). Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria. Science Journal of Applied Mathematics and Statistics, 3(6), 298-305. https://doi.org/10.11648/j.sjams.20150306.20
ACS Style
Clement Onwu Iji; Godwin Aôndohemba Fiase; Odihi Adikwu. Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria. Sci. J. Appl. Math. Stat. 2015, 3(6), 298-305. doi: 10.11648/j.sjams.20150306.20
AMA Style
Clement Onwu Iji, Godwin Aôndohemba Fiase, Odihi Adikwu. Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria. Sci J Appl Math Stat. 2015;3(6):298-305. doi: 10.11648/j.sjams.20150306.20
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Download@article{10.11648/j.sjams.20150306.20,
author = {Clement Onwu Iji and Godwin Aôndohemba Fiase and Odihi Adikwu},
title = {Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria},
journal = {Science Journal of Applied Mathematics and Statistics},
volume = {3},
number = {6},
pages = {298-305},
doi = {10.11648/j.sjams.20150306.20},
url = {https://doi.org/10.11648/j.sjams.20150306.20},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20150306.20},
abstract = {Mathematics is used in everyday life, be it social, economic, arts, science or technology. However, empirical evidence shows that students achieve poorly in the subject at School Certificate level especially in the algebraic expression. Research findings have indicated that this low achievement may be attributed to inappropriate pedagogies used by teachers and this necessitated this study. The study made use of a quasi-experimental design of the non-equivalent control group. The sample of 604 part II students was drawn from technical schools in educational zones A and B using multistage sampling technique. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The instrument- AWPAT whose reliability was established using Cronbach Alpha to be 0.722 was used for data collection. Data collected was analyzed using mean and standard deviations to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. The result showed that the Vocabulary Building Instruction method used has enhanced students’ achievement significantly. The gap between male and female students on achievement was also minimized. Based on the findings of the study, technical school teachers were recommended to adopt method not only for algebra but other difficult topics in mathematics.},
year = {2015}
}
TY - JOUR T1 - Effect of Vocabulary Building Instruction on Technical School Students’ Achievement in Algebraic Word Problems in Benue State, Nigeria AU - Clement Onwu Iji AU - Godwin Aôndohemba Fiase AU - Odihi Adikwu Y1 - 2015/12/30 PY - 2015 N1 - https://doi.org/10.11648/j.sjams.20150306.20 DO - 10.11648/j.sjams.20150306.20 T2 - Science Journal of Applied Mathematics and Statistics JF - Science Journal of Applied Mathematics and Statistics JO - Science Journal of Applied Mathematics and Statistics SP - 298 EP - 305 PB - Science Publishing Group SN - 2376-9513 UR - https://doi.org/10.11648/j.sjams.20150306.20 AB - Mathematics is used in everyday life, be it social, economic, arts, science or technology. However, empirical evidence shows that students achieve poorly in the subject at School Certificate level especially in the algebraic expression. Research findings have indicated that this low achievement may be attributed to inappropriate pedagogies used by teachers and this necessitated this study. The study made use of a quasi-experimental design of the non-equivalent control group. The sample of 604 part II students was drawn from technical schools in educational zones A and B using multistage sampling technique. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The instrument- AWPAT whose reliability was established using Cronbach Alpha to be 0.722 was used for data collection. Data collected was analyzed using mean and standard deviations to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. The result showed that the Vocabulary Building Instruction method used has enhanced students’ achievement significantly. The gap between male and female students on achievement was also minimized. Based on the findings of the study, technical school teachers were recommended to adopt method not only for algebra but other difficult topics in mathematics. VL - 3 IS - 6 ER -
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