EFFECT OF ORDERING QUADRATIC SOLUTION METHODS ON STUDENTS’ ACHIEVEMENT
Emeji Eucharia I., Prof. Agwagah
Department of Science Education
University of Nigeria, Nsukka
Prof. K.O. Usman
Uyo College of Education
The study investigated the effects of ordering quadratic solution methods on students’ achievement in mathematics. The design of the study is a quasi experimental, utilizing pretest, posttest, non-equivalent group. A sample of 270 Senior Secondary Schools II Students was drawn from two secondary schools in Enugu Urban of Enugu State. Two research questions and three hypotheses guided the study. Data for the study was collected through researcher developed Mathematics Achievement Test (MAT), validated by experts and found to have a reliability index of 0.87. The data was analyzed using mean, standard deviation, analysis of covariance (ANCOVA) and Sheffe test. Results from the study indicated that there was a significant difference between the experimental and control groups in methodical ordering with regards to achievement. Scheff test also showed that the best order was the formula-Completing Square-Factorization-Graph (FOCOFGRA) method. Gender had no significant influence on the students’ achievement on quadratic equations. The paper recommends that the proper ordering solution method be adopted by teachers for teaching mathematics in Secondary Schools and also curriculum planners should review and reordering of the current mathematics curriculum to be in proper order.
Keynotes: Ordering Quadratic, Mathematics Achievement, Quadratic Equations.