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UMEH UKAMAKA B. PG / MED/00/28435

EFFECT OF THE USE OF EXCHANGE BOARD ON ACHIEVEMENT IN BASIC OPERATORS AMONG PRIMARY SCHOOL PUPILS.

Science Education

AN M. ED THESIS PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, UNIVERSITY OF NIGERIA NSUKKA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTERS OF

EDUCATION

Webmaster

2010

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EFFECT OF THE USE OF EXCHANGE BOARD ON ACHIEVEMENT IN BASIC OPERATORS

AMONG PRIMARY SCHOOL PUPILS.

BY

UMEH UKAMAKA B. PG / MED/00/28435

AN M. ED THESIS PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, UNIVERSITY OF NIGERIA

NSUKKA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

THE DEGREE OF MASTERS OF EDUCATION

DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA NSUKA

FEBRUARY 2010

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APPROVAL PAGE

This Project has been approved for the Department of

Science Education University of Nigeria Nsukka

By

_____________________ ____________________ Professor Uche Agwagah Dr. (Mrs.) C.R. Nwagbo

Supervisor Head of Department ____________________ ____________________ Professor S.O. Abonyi Professor Uche Agwagah External Examiner Internal Examiner

____________________ Professor S.A Ezeudu

Dean of Education

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CERTIFICATION UMEH UKAMAKA B. A post graduate student in the Department of

Science Education with registration number PG/MED/00/28435 has

satisfactory completed the requirement for the course and research

work for the degree of MASTER MATHEMATICS EDUCATION.

The work embodies in this thesis is original and has not been

submitters in part or full for any other diploma or degree of this or

any other university.

_______________ ____________________ Umeh Ukamaka B. Professor Uche Agwagah

Candidate Supervisor

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DEDICATION This work is dedicate to God Almighty and to my children Chidiogo

and Dilichukwu

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ACKNOWLEDGEMENT Thanks be to God Almighty who granted me life, health,

strength, protection, knowledge, endurance and patience during

the course of this work. First my thanks goes to my project

supervisor Prof. (Mrs.) U.N.V Agwagah, who tolerated my

inadequacies assisted and directed me during the course of this

work.

Also my appreciation goes to Dr. K .O Usman, who despite all

odds and tight schedule directed, guided and encouraged me

throughout this work.

I remain grateful to my late husband Mr. Pascal who it was the will

of God to take him before the completion of this work, and my

children Chidogo and Dilichukwu for their encouragement, support

and understanding during the course of my study. My gratitude also

goes to my mother, sisters and brothers for their support and

assistance throughout the period.

My thanks also goes to my course mates, my friends and room

mates for their assistance in so many ways.

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TABLE OF CONTENT

TITTLE PAGE …. …. I

APROVAL PAGE …. …. II

CERTIFICATION …. …. III

DEDICATION …. …. IV

ACKNOWLEDGEMENT …. …. V

TABLE OF CONTENT …. …. VI

ABSTRACT …. …. IX

CHAPTER ONE

INTRODUCTION …. …. 1

Background of the study …. …. 1

Statement of the problem …. …. 7

Purpose of the study …. …. 9

Significance of the study …. …. 9

Scope of the study …. …. 11

Research questions …. …. 11

Hypotheses …. …. 12

CHAPTER TWO

LITERATURE REVIEW …. …. 13

Conceptual /Theoretical Framework …. 13

Problems of teaching and learning of mathematics …. 14

Activity – oriented methods of teaching mathematics.. 17

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Concept of exchange board and activity learning style.. 25

Concept of basic operation and achievement in mathematics 30

Empirical Studies 34

Studies on achievement in mathematics …. 34

Studies on Gender differences in mathematics Achievement 36

Summary 38

CHAPTER THREE

RESEARCH METHOD …. …. 40

Research design …. …. 40

Area of the study …. …. 41

Population of the study …. …. 42

Sample and sampling techniques …. …. 42

Instruments for data collections …. …. 43

Validation of instrument …. …. 44

Reliability of the instrument …. …. 45

Lesson plans …. …. 45

Experimental procedures …. …. 46

Control of extraneous variables …. …. 46

Method of data collection and assessment …. 47

Method of data analysis …. …. 48

CHAPTER FOUR RESULTS …. …. 49

Research Finding …. …. 57

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CHAPTER FIVE DISCUSSION AND INTERPRETATION OF RESULTS 59 Discussion of findings …. …. 59 Conclusion …. …. 61 Educational imprecation …. …. 61 Recommendation …. …. 62 Limitation …. …. 64 Suggestion for further research …. …. 64 Summary …. …. 64 REFERENCES 66 Appendix A …. …. 70 Appendix B …. …. 72 Appendix C …. …. 99 Appendix D …. …. 100 Appendix E …. …. 101

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ABSTRACT

This research probes into effect of the use of exchange boards

strategy on achievement in basic operations among primary

school pupils. Three research questions and four null hypotheses

were formulated to guide the study. A non-equivalent control

group type of quasi- experimental design was used for the study.

The effect of method on the efficacy of the achievement of male

and female pupils was also considered. The simple random

sampling technique was used to select two schools from thirty-

two primary schools in Oyi Local Government Education

authority of Anambra state. Two intact classes each from the

two school selected where use for the study and these classes

were assigned to experimental and control group respectively by

simple balloting. A period of four weeks was use for the

instruction for both groups. Research assistants who were

trained by the researcher taught the groups. Basic operation

achievement test (BOAT) was used for the study, which was

developed, validated and used for data collection and analysis.

Mean and standard deviation were use to answer the research

questions while analysis of covariance (ANCOVA) were used to

test the research hypotheses. The study revealed that the use of

exchange board strategy in teaching basic operation increase

pupils achievement in mathematics, and multiplication operation

is most favoured using this strategy. Again it was also revealed

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the use of exchange board strategy affects the achievement of

both male and female pupils equally

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CHAPTER ONE

INTRODUCTION

Background of the study

Education is meant to prepare an individual for future living and

this starts with primary education. Primary education is the first

functional stage of formal education and foundation of all aspects of

academic attainment. It is education acquired before secondary education.

The National Policy on Education, Federal Republic of Nigeria F R N,

(2004) defined primary education as education given in an institution for

children aged 6 to 12years. Besides, it went further to state that primary

education lasts for six (6) years. In the recent 6-3-3-4 system of

education, primary education represents the 6 tier period of education.

Furthermore, the National Policy on Education federal Republic

(2004) stipulated the primary education objectives to include:

To develop a kind of competence in the basic skills and understanding for dealing with number and form. To develop a habit of effective critical thinking which will lead to effective and objective thinking. This is the basis for developing a scientific attitude for the world around us.To develop the ability to use numbers to find solutions to practical problems involving calculating and reckoning in any vocation which they may be called after school life.

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Considering these remarkable objectives, mathematics is seen to be

a means of achieving a positive result through its compulsory application

as a subject in primary schools. Today, mathematics has become a major

core subject in primary education curriculum in Nigeria.

The importance of mathematics to modern culture of science and

technology according to Ukeje (1997) states that the increasing

importance and attention given to mathematics result from the fact that

without mathematics, there is no science, without science, there is no

modern technology and without modern technology there is no modern

society. This importance is in recognition of the indispensable role of

mathematics in realizing nations dream of rapid scientific and

technological development. In other words, mathematics is the precursor

and the queen of science and technology, an indispensable single subject

in modern societal development.

Despite the relative importance of mathematics, Amazigo (2000)

opined that it is very disappointing to note that students’ performance in

the subject at both internal and external examinations has remained

consistently poor. STAN (2004) as in Bernard (2008) in complete

affirmation states that these mass failures in mathematics in both internal

and external examinations is not relative to secondary students only but

equally prominent and well pronounced among primary school pupils.

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Various variables have been indicated by some educators scholars

and authors as responsible for this poor performance in mathematics.

Ezeugo and Agwagah (2000) blamed teachers incompetence in the new

mathematics curriculum and mathematics teaching method used as

contributing factor. Amazigo (2002) reported that mathematics teachers

use lecture method mainly in teaching mathematics. Amazigo went

further to say that such method only emphasized abstract rote learning of

facts and formula without enhancing effective and psychomotor domains.

These deprive students or pupils the opportunity for functional and

practical mathematics application.

Further Bernard (2008) reported that mathematics teaching in our

school system today still follow the traditional pattern devoid of activity

pattern. This traditional pattern is a method of teaching whereby the

teacher assumes the major role of teaching - Learning process while the

students or pupils only listen and is not actively involved. Bernard went

further to say that this traditional pattern of teaching mathematics has

been found to be ineffective since mathematics does not only appeal to

cognitive domain but also to both affective and psychomotor domains for

better, clearer and comprehensive understanding. Traditional method

rather than activity method of mathematics teaching deteriorates pupils or

students achievements in mathematics, though only few students or pupils

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may understand the rudiment of mathematics through traditional method

at the detriment of majority.

Besides, gender has been considered to be one of the possible

factors, which mediate the relationship between teaching method and

cognitive achievement. Ezeugo and Agwagah (2000), Idris and Momoh

(2001) established that gender is a significant factor in school

mathematics. Aiyedum (2000) and Etukudo (2002) found no significant

difference between males and females in school mathematics

achievement.

Quality Education can be realized through the effort of functional

and efficient teachers. Lawal (2006) submitted that Educational System

could rise above the quality of its teachers. Lawal stated that teachers

incompetence and non use of teaching-learning materials hinder

mathematics learning and achievement especially in Primary school level.

Salman (2004) reported that the teachers activities in the classroom have

direct effect on the learning outcome of the students/pupils. Salman

stated that to avert all the identified deficiencies and ensure good

foundation of mathematics knowledge in learners, mathematics teachers

must be able to communicate his or her knowledge of the subject matter.

Mathematics has not received its rightful position in the mind of

pupils due to lack of interest as a result of its poor teaching method. Thus

it has been a threat to pupils because of problems associated with its

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instruction. Franklin (1999) asserted that to realize and enjoy the beauty

of mathematics, pupils must be given sufficient opportunity for free,

playful and creative activities, and one of the teaching method that

involves such playful and creative activities is the use of an exchange

board. To exchange means to replace or substitute for (B B C Dictionary

2nd Edition). A board is a long thin-flat piece of cut out wood. Thus an

exchange board could be defined ordinarily as a flat piece of wood for

making substitution or replacement. In educational context, it could be

defined as a instructional material where replacement or exchange of

numbers are done. Exchange cards are those cut-out pieces of papers of

cardboard designed for a particular purpose. The consist of units, tens,

hundreds and thousands. The ten’s card is made up of ten unit cards, a

hundred card is made up of ten ten’s cards or a hundred unit cards and a

thousand card is made up of ten hundred cards or one thousand unit cards.

According to Chris (2002), an exchange board is a teaching learning

material, a strategy that centred mainly on activities of the pupils and has

found very useful in the teaching of mathematics especially at he primary

school level. Chris went further to say that such strategy that involves

activities help the transition from the concrete recognition of spot, to the

abstract concept of numbers. Exchange board entails the use of activity

and practical method in teaching. This method of teaching has been found

very useful and effective. Nzewi (1990) observed that effective teaching

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makes learning more meaningful. Further, he explains that while good

teaching helps the learner to learn more qualitatively and quantitatively,

poor teaching would lead to poor learning and poor performance. In

essence, good teaching demands sound knowledge of the subject matter,

good teaching method which will cover the cognitive, psychomotor and

affective domains and also good teaching aids or instructional materials.

Basic operations on the other hand stand for the fundamental and

foundational mathematical applications such as addition, subtraction,

multiplication and division of numbers. According to Andrew (1999),

basic operation is the simplex branch of mathematics, whose basic

functions include addition, subtraction, multiplication, division and

simple manipulation of numbers. He went further to say that after the

shapes comes the number. Mathematics is based on tens symbols that

represent number values and of course there are millions of combinations

of these numbers. In line with the above, Iji (2007) went further to say

that basic operation covers adequate knowledge of addition, subtraction,

multiplication and division. This helps the group to know when there is

need of increasing, reducing or doubling. Also adequate knowledge of

sharing among and within them is gained. Basic operation is one of the

important concepts in mathematics on which the learning of other concept

is lie. This is why its teaching starts early in primary schools. Odili

(2003), states that one cannot avoid considering the utilitarian aspect of

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mathematics in preparing pupil for useful living by addition, subtraction,

multiplication, division, weighing, reasoning etc. which are some

weapons and fundamental process of mathematics. Odili went further to

say that the reason why greater number of students cannot do in

mathematics is because they find it difficult to perform simple arithmetic

and mathematical operations needed in their every day life.

Iji (2005) stated that instruction can be organized in such a way and

manner that all pupils in a class can achieve at a high level. With

traditional pattern, only few good pupils or students seem to accomplish

this. Teachers that are psychologically stimulated search for ways, which

are likely to promote the learning ability of students, pupils or achievers.

Feasible and practical instructional methods and materials that could

improve achievements in the three domains (cognitive, affective and

psychomotor) in mathematics lesson need therefore to be explored and

adopted.

Statement of Problem

The achievement of a solid foundation for students or pupils in the

mathematics learning has strong implication for the instructional method

adopted. This is why the National Policy on Education FRN (2004)

stipulated that education at all levels shall be structured to develop the

practice of self learning and as a result teaching shall be by practical,

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exploratory and experimental methods. This is why more emphasis is

placed on practical approach to teaching at primary and junior secondary

school level (Foundation levels).

It was observed that school mathematics teaching today still follow

the traditional pattern devoid of activity and active participation of the

pupils. Obioma also observed that teaching strategies that involve

students’ active participation such as activity and practical methods are

rarely used. This is because as reported in available literature

(Agwagah,1998) There is a dearth of such activity and practical oriented

techniques and strategies for teaching mathematics. Moreover, although

some available literature (Ezeugo and Agwagah 2000) have reported that

male pupils/students perform better than their female counterpart in

mathematics tests and examination, others have reported otherwise,

depending on the teaching techniques or strategy adopted. Some other

report (Etukudo 2002) have indicated no significant difference in the

performance of male and female students. This evidence shows the

disparity regarding male and female gender in mathematics achievement

of inclusive results regarding gender differences in mathematics

achievement.

The problem of this study is to find out if the teaching of basic

operations with activity oriented strategy (exchange board) will increase

pupils achievement in mathematics.

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Purpose of the Study

The purpose of this study is to investigate the use of exchange

board on achievement in basic operations among primary school pupils.

Specifically the study aims at ascertaining whether there is:

(1) a difference in the mean achievement scores of pupils taught

basic operation using exchange board and those taught using

traditional method

(2) a difference in the mean achievement scores of pupils in the

four basic operations taught using exchange board.

(3) gender – related difference in the mean achievement score of

pupils taught basic operations using exchange board.

Significance of the Study

Number and numeration is one of the most important aspects of

mathematics. This is one of the reasons it runs throughout pre-primary,

primary and post primary schools curricular. Thus, this study with regard

to teaching and learning process will;

Help mathematics teachers to move away from most of the

traditional teaching –learning approach and embrace the new teaching

strategy that can be used in the teaching and learning of basic operations

at primary school level.

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Serve as an additional tool for fostering understanding of the basic

and fundamental concepts more easily especially among slow learners as

these concepts will now be practicalised and duely demonstrated.

The finding will increase students’ interest and enhance

achievement in mathematics since it will help students to remove fear and

some social apathy towards mathematics and afford them the opportunity

of appreciating the simplicity of understanding mathematics.

Help the educational planners towards planning for effective and

functional strategies that will help in implementation of educational

objectives as this will provide a basic upon which to educate teachers

during workshop, seminar on the use of activity centred teaching

approach like exchange board in teaching mathematics in their attempt to

join in the collective effort to introduce a worthwhile innovation in our

educational system.

The society generally will equally benefit from the study. This is

so because the finding if found beneficial will contribute in improving the

students achievement and interest in mathematics thereby facilitating

learning pupils now learn mathematics with ease. The number of

students offering mathematics related course, in our tertiary institution

will be increase and our dream in the development of science and

technology will be finally realized.

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Finally, this study will serve as a reference material to other

intending researchers in various dimensions of exchange board not

covered in this work.

Scope of the study

This study is limited to only primary school pupils in Oyi Local

Government Education Authority of Anambra State. This level of pupils

is chosen for the fact that the basic operation in mathematics under the

topic number and numeration is fully introduced at this level and the

fundamental understanding of basic operation at this level is enough for

further understanding at secondary level and beyond.

The basic operation envisaged in this study includes addition,

subtraction, multiplication and division of numbers.

Research Questions

In other to meet the purpose of this research work, the following

research questions are posed:

1. What is the difference in the mean achievement scores of pupils

taught basic operation using exchange board and those taught using

traditional method.

2. What is the difference in the mean achievement scores of pupils in

the four basic operations taught using exchange board.

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3. What gender difference is there in the mean achievement scores of

pupils taught basic operations using exchange board.

Research Hypothesis

The following null hypotheses are formulated to guide the study

and will be tested at 0.05 alpha levels.

1. There will be no significant difference in the mean achievement

scores of pupils taught basic operations using exchange board and

those taught using traditional method.

2. There will be no significant difference in the mean achievement

scores of pupils in the four basic operations taught using exchange

board.

3. There will be no significant difference in the mean achievement

scores of male and female pupils taught basic operations (addition,

subtraction, multiplication and division) using exchange board.

4. There will be no significant interaction effect between the treatment

and gender on pupils achievement in basic operation using

exchange board.

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CHAPTER TWO

LITERATURE REVIEW

The Literature review was organized under the following sub-

headings:

A. Conceptual framework.

1. Problems of teaching and learning of mathematics

2. Activity – oriented methods of teaching mathematics

3. Concept of Exchange Board and activity learning style.

4. concept of basic operations and achievement in

mathematics.

B. Empirical studies

i. Studies on pupils achievement in mathematics

ii. Studies on Gender differences in mathematics

Achievement.

C. Summary

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Problems of teaching and learning of mathematics

Mathematics is one of the few subjects, which are taught to all

students every year, throughout many years of schooling. This is because

mathematics is an essential part of human culture, which the educational

system is designed to transmit. Adebola (1999) as in Memoh (2006)

believed that the most fundamental reason why we place much emphasis

on mathematics learning is its usefulness especially in nation building and

technological development. According to Ukeje (1997) the increasing

importance and attention given to mathematics stem from the fact that

without mathematics there will be no science and modern technology.

Despite this importance, students performance on mathematics at both

internal and external examinations has remained consistently poor.

(Salau, 1995, Betiku, 2001: Agwagah 2001). The mass failure and

consistent poor performance in mathematics as shown by students has

posed great problem to the society in terms of technological development.

A cluster of variables has been implicated as responsible for dismal

performance of students. This includes Government related variable,

Curriculum-related variable, Examination body and teachers-related

variables. (NERDC 1995, Salau 1995). A study conducted by Nigeria

Educational Research and Development Council (NERDC, 1997) on poor

achievement of the students over some years has the following as factors

– negative attitude of students to mathematics, influence of other people

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attitude in mathematics and nature of mathematics. Amazigo (2000)

revealed that students related problems include poor primary school

background, lack of interest, perception that mathematics is difficult and

psychological fear of the subject while the teacher related problems are

poor teaching preparation, incompetent teachers in primary schools and

lack of incentives. In support of this Salau (1994) and Adepoju (1991)

revealed that poor teaching preparation, shortage of qualified and quality

mathematics teachers, poor teacher devotion and dedication to duty, poor

motivation and remuneration and bad method of teaching are some of the

teachers factors that lead to poor achievement in mathematics. Another

problem is exhibiting of poor knowledge of mathematics content by many

teachers and adherence to old teaching method like lecture method

(Oyedeji, 1998; Adebayo, 2001; Agwagah, 2001), Teachers are the major

determinants of quality education. If they are ignorant in their discipline

and impact wrong information, they are not only useless but also

dangerous. Thus the kind of teachers trained and posted to the school may

well determine what the next generation will be. (UNESCO, 1998) as in

Betiku (2003). Another problem of teaching and learning mathematics is

the over crowded classroom and over loaded and unrealistic nature of the

curriculum. (Amazigo, 2000;Amoo, 2001; Salau, 2002). The substantial

changes, which have taken place in the mathematics curriculum, have

been accompanied by recommendations for improving the teaching of

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mathematics. Unfortunately, the new curriculum in Nigeria are often not

given appropriate trial testing before full adoption in the schools.

Teachers whose pre-service training is at variance with the new concept

and methods of the new curriculum find it difficult to teach them to the

students, and this results to frustration and lack of interest in the subject

(Habor Peters, 1999). Obodo (2004) also revealed that another problem

facing the teaching and learning of mathematics is lack of mathematics

laboratory. At all levels of our educational system, mathematics

laboratory is lacking. The students learn mathematics in abstraction and

under drudgery and duress. They cannot relate the learnt abstract

concepts with practical terms. Obodo went further to point out that poor

method of teaching applied by the teachers and teacher’s non-use of

instructional materials in the teaching of the concept as another factor.

According to Obodo, some teachers use sterile and uninspiring methods.

Instruction is usually didactic and most often pitched at an abstract level.

Some teachers cannot improvise instructional materials for use in

mathematics lesson thereby giving little or no consideration to the

psychology of the learner who may require concrete realities.

An effective and efficient mathematics teachers is one who knows

the mathematics concept to teach and approaches of teaching such

concepts, employing a variety of teaching procedures, materials and aids.

It is noted that when materials are used in teaching and students are

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involved in some activities, concepts are better learnt and retained. It is

therefore necessary to investigate if the use of exchange board will reduce

the problem of teaching and learning of basic operation and improves

achievement on it.

Activity – oriented methods of Teaching Mathematics

One of the best ways to understand some things is to get ones hand

on it and actually experiment with it. According to Arshworth in Haruna

(2007), mathematics as a science of number is an abstract subject; a

different technique should be used to convey ideas for effective teaching

and learning of mathematics to take place. Activities incorporated in

lesson proved to be effective tools in an educational environment. They

are used to follow up lessons in several subjects’ areas including

mathematics. The teachers and students need to work in collaboration to

make the teaching – learning process very interesting and engaging

students interaction and involvement are vital items in the transfer of

knowledge from the teacher to the students.

A method is a way of doing something. Consequently a teaching

method is a systematic procedure to help effective learning take place.

The following teaching methods are therefore activity oriented

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(a) Discussion method (b) Project method (c) Discovery (d) Problem

solving methods (e) Scientific/enquiry method (f) use of game.

This teaching method involves intelligent exchange of opinions on

a topic or an object Ugwu (2001) opined that it covers a wide range of

classroom learning activities. In this method the teacher stays at the

background. He introduces the topic, initiates interaction and allows

students to pursue the discussion. Ezeh (2002) emphasized that teacher

monitors the discussion to ensure that effort is directed towards the

attainment or achievement of the instructional objective. This method can

be used at all levels of education and most especially at the primary

school level. It can be used for the teaching of any school subject.

Problem with more than one possible solution are better approached with

the discussion method. Ugwunze (2004) maintained that discussion

method deals with both real and hypothetical problems. The problems

may be something that the students are aware of its existence. The teacher

can also hypothesize a problem and lead students into the discussion of

that problem. Enenta (2005) averred that for an effective discussion, it is

important that students understand the problem or topic to be discussed.

The topic has to be interesting to the students so as to engage them

actively. But for students that are new to the discussion method, it is

better to start by introducing topics that are familiar to the students.

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This method is concerned with engaging students in the process of

finding solutions to real problems in the society. Nwoye (2004)

maintained that a project is a purposeful activity and learning takes place

through the involvement of the learners in these purposeful activities.

Project method is learner oriented. It is guided by the learners purpose of

learning. Teacher only directs the activities of the learners in project

method. Depending on the level of intellectual development of the

learners, the teacher may ask them to select problems for their project or

the teacher may suggest the problems. The important thing is that the

topic should present real life problem. Onwuka (1981) identified four

types of projects namely; objective, the aesthetic the problem and skill

projects. In the objective project, the aim is embody some idea or plan in

external form. The students have some ideas which they present through

the production of some tangible materials. The production of the material

is guided by the students’ objective which represent their idea in the

aesthetic project, the aim is to derive enjoyment from an experience. This

may include appreciating a work of art or watching a play. In problem

project, it works toward finding solutions to real problems. The problems

may be mathematical calculation or deal with numbers, which require the

students to find the solution. The skill project which is concerned with

engaging students in activities through which they derive information or

knowledge. This type of project may involve students in learning an

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aspect of a subject. These examples of project show the diversified ways

the project method can be used in teaching, though not exhaustive.

Discovery method is an attempt to correct anomalies of the

lecture method, which is aimed at handing over information to the

learner. According to Obodo (2004), discovery method is “a method of

teaching/learning situation where students arrive at knowledge as a result

of their own observation”. Nwanja (2001) opined that discovery method

is a process through which learners are provided with opportunities to

discover new truths, new rules and new methods of tackling a problem as

well as new values for themselves. This method is in line with the natural

way of learning. Human beings especially young ones are so adventurous.

It is also obvious that mental adventure is very rewarding. The discovery

method allows students to find out facts by themselves. Instead of giving

them information, the teacher asks them to find out information by

themselves. This method can be applied to the teaching of any school

subject. Experience has shown that people tend to remember more things

they discovered by themselves.

This method relates to discovery method but differs in procedural

application because it is a method in which a pupil is confronted with a

problem and his attempt to solve this problem will eventually lead to the

discovery of new facts and that is the growth of knowledge. Mgbemena

(2004) opined that this method aims at making the pupils more

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independent when they try to solve problems themselves. Obiukwu

(2002) asserted that problem method is the application of individual idea

which embraces a conditions, meaningful, well integrated activity

beginning with a problematic situation which ends when the problem has

been solved and the solution checked.

There are series of actions involved in the process of problem

solving. Dijeh (2003) observed that before a child can master the use of

this method, he must be taught the formal steps that are followed in the

solution of problem thus;

The first, is that the problem is critically examined, looking at its nature to know exactly what the problem is all about. Secondly, the person solving the problem gathers relevant data or information about the problem; Thirdly, he provides a tentative solution on the basis of the information or data collected that is the formulation of hypothesis. Fourthly, he tests the hypothesis to know whether to accept it or reject it by examining its implications; and finally he applies or modifies the solution until it is accepted.

This method is equally applied with the use of exchange board in

solving basic operations at any level of education and most especially in

primary school.

Like discovery and problem solving method enquiry method

through which man is very curious to know about his environment and

various phenomena occurring in nature had been the subject of

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exploration. The primitive man tried to find out the reasons of

occurrences in nature and those occurrences, which were not reasoned

out, were attributed to some unknown factors. It was so until a more

reasonable and rational method of enquiry evolved to solve the various

problems of physical phenomena and the society. Scientific enquiry is a

systematic procedure of solving problems. It is an objective approach,

which is open to critical examination, further confirmation, modification

or rejection of its claims by any researcher who wants to test the validity

of the findings. Chauhen (1978) posted that scientific enquiry is just like

a powerful and practical touch light in the hand of a researcher to use in

lighting the way to discovery of new knowledge and to make innovations

for the welfare of the society: A skillful teacher can use this method to

break into new knowledge in education.

Practical work: for most children, practical work provides the most

effective means by which understanding of mathematics and science can

develop. When a subject is presented as a mass of sheer facts, students

are unable to form patterns and establish meaningful relationship among

the stimuli, or link them with their own past experiences. The result is a

distorted concept formation and a distressing tendency to avoid the

subject later in life (Elliot, 2002). This idea is also supported by the

popular Chinese proverb which states that:

what I hear I forget.

34

What I see I remember What I do I understand.

This means that until a child practicalizes a concept or participates in the

learning process he cannot understand the concept. Teaching is far more

than transmitting facts and information. For it is said that:

A poor teacher tells An average teacher informs A good teacher teaches

An excellent teacher inspires (Ukeje in Bernard 2008). To evaluate the job of teaching is to evaluate the extent the students have

been inspired to think and create ideas. Sobel in Bernard (2008)

commenting on the job description of teachers summarized it by these

statement:

1. Teachers must know the stuff 2. They must know the pupils who they are stuff them 3. And above all, they must know how to stuff them artistically.

This artistry of teaching involves motivating and sustain the interest of

pupils in mathematics and this can only be achieved through practical

which makes pupils active in the teaching learning process.

Agwagah (2001) defined a game as a situation in which two or

more participants (players) confront one another in pursuit of certain

conflicting objectives. A game is regarded as ‘mathematical’ when the

players can perceive and influence the course of the game on the basis of

mathematical consideration (Thiele 1994). In other words, a game is

regarded as mathematical when it has a mathematical structure.

35

Mathematics games develop mathematical communication as

students explain and justify their moves to one another. In addition it

motivates students and engage them in thinking about and applying

concepts and skills. Amaeze (1995) asserted that games as amusement,

enjoyment and recreation serve as useful purpose in teaching and

learning, which could stimulate mathematical thinking. In using games,

the teacher plays an important role in encouraging students to explain

their thinking and in keeping them focused on mathematical ideas. Games

contribute to the development of knowledge by having a positive effect

on the atmosphere, which in turn produces a better mental attitude

towards mathematics in the students. It is a means of gaining full

participation or involvement of students in lessons. It is noted that when

students are engaged in gaming their attention is arrested and discipline is

assured. Likewise Exchange board can be played as a game in teaching

basic operation.

These methods so far discussed are demonsratable, dramatisable

and applicable through the user of exchange board. Equally, these

methods are learners or pupils centred which makes the teacher to be a

passive participant, while the learner becomes the active participants.

In a rapidly developing world of science and technology, the

curiosity of children should be satisfied for the understanding of the

subjects in school and for building up confidence in education. As the

36

children grow and learn new skills teacher should choose activities to

drill and exercise them with the help of technologically interesting low-

cost materials or aids to keep pace with the children development and

also to build confidence in the subject. Good teaching therefore means

helping the children to learn and to do things themselves. The teacher is

the instrument to establish the relationship between the children and the

subject. He facilitates and promotes learning, the teacher provides a

structure for children to pursue whatever they want to and whatever

interest them. He has equal concern for learners and for the curricular

objects, the materials to be learned. He helps learners individually and

teamly.

Learning therefore largely depends on the teacher and the activities

by the learner. It is said that no learning takes place where there is no self

activities. Learning is therefore said to be the result of activities and

experiences. Good learning means maximum learning with maximum

drill and practices under individual interest and mental ability. Thus the

above teaching methods reviewed involve a lot of activities on the part of

the learner and could be well integrated in the use of Exchange board.

The Concept of Exchange Board and activity learning style:

In a rapidly developing world of science and technology, the

curiosity of children in education should be satisfied for the

37

understanding of the subject in school and building up confidence in

education. Schools are centers that provide learning experience via

teaching. Good teaching means helping the children to learn and to do

things themselves. The teacher is the instrument to establish the

relationship between the children and the subject. He facilitates and

promotes learning and this learning largely depends upon the activities of

the learner.

To exchange means to replace or substitute (BBC Dictionary 2nd

Edition). A board is a thin flat piece of cut out wood. Thus an exchange

board could be defined ordinary as a flat piece of wood for making

substitute or replacement. In educational context, it could be defined as

an instructional material where exchange or replacement of numbers are

done. Thus an exchange board is a newly designed teaching learning

strategy that centred on activity learning style. The newly self-made

activity learning material is made up of exchange cards. Exchange cards

are those cut out pieces of paper or cardboards designed for a particular

purpose. These cards consist of units, tens, hundreds and thousands. The

tens card is made up of ten unit cards, a hundred card is made up of ten

ten’s cards or a hundred units cards and a thousand card is made up of ten

hundred cards or one thousand unit cards.

38

The following shows the design and relationship of the card.

The Unit Cards One Tens Card

One hundred Card One thousand Card

These cards are first used to introduce the concept of numbers up to a

thousand. The board is a long thin flat piece of cut word used for placing

the cards. It I divided into columns of units, tens, hundreds and

thousands.

AN EXCHANGE BOARD

THOUSANDS HUNDREDS TENS UNITS

Chris (2002) opined that an exchange board is an instructional strategy,

teaching that centred on activity for teaching; addition, subtraction,

division and multiplication of number which helps the transition from the

39

concrete recognition of sports, to the ‘abstract’ concept of numbers. Chris

went further to say that this aid can be made into games. The exercises re-

enforce the recognition of the card values and students ability to read

them. It is said that no learning can take place where there is no self-

activity.

Learning is not a spectator sports. Students do not learn much just

listening to teacher, memorizing prepackaged assignments, and spitting

out answers. They must talk about what they learning, write reflectively

about it relate it to past experiences, and apply it to their daily lives, they

must make what they learn part of them selves. Active learning as the

name suggests is a process whereby learners are actively engaged in the

learning process, ratter than “passively” absorbing lectures. (Bernard

2008) Active learning involves reading, writing discussion and

engagement in solving problems, analysis, synthesis and evaluation.

Active learning is also defined as any strategy that involve students doing

things and thinking about the things they are doing (Bonwell and Eison

1991). Bonwell and Eison states that the characteristics of active learning

are:

Students are involve in activity more than listening, less emphasis is placed on transmitting information and the more on developing student’s skills, students are involved in higher order thinking (analysis, synthesis, evaluation), students are engaged in activities (reading, discussing,

40

writing) and greater emphasis is placed on student’s exploration on their own attitude and values.

Active learning is derived from two basic assumptions : (a) that learning is by nature and active endeavour. (b) That different people learn in different ways”

(Kathleen 1996) Deefink has this as model of active learning

Experience of: Dialogue with:

The model suggests that all learning activities involve some kind of

experience or some kind of dialogue. The two kinds of dialogue are

“:Dialogue with self” and “ dialogue with others” the two main kinds of

experience are “Observing” and “Doing”

Active learning is an umbrella term that refers to several models at

instruction that focus the responsibility of learning on the learners

(Wikipedia, 2008).

It has been suggested that students who actively engage with

materials are more likely to recall information (Wikipedia, 2008 )

Learning therefore is as a result of activities and experiences. Jayaraman

(2000) opined that primary level teaching learning process is more

effective with activity centred style where every child is actively involved

with drill and practice. Active learning implies the strategies where the

Doing Self

Others Observing

41

students touch, feel, participate, discuss, reason, deduce and infer facts

and ideas in the learning process. Several studies have shown that

students prefer strategies that promote active learning rather than

traditional method (Wikipedia, 2008) and that the uses of active learning

techniques have positive impact upon students learning. The concept of

Exchange board is a new teaching strategy that centred in activity. Much

work has not been done on it, but was found to be a good teaching

approach in teaching addition, subtraction, multiplication and division of

numbers, especially at the primary school level outside the country. Its

effect on basic operation is thus envisaged.

Concept of Basic Operation and Achievement in Mathematics:

Basic operations clearly stand for the fundamental and foundational

mathematical applications such as addition, subtraction, multiplication

and division of numbers. According to Andrew (1999), Basic operation is

the simplest branch of mathematics, even though there might be some

more advanced ideas such as fractions and decimals. It is all about the

functions; addition, subtraction, multiplication and division or simple

manipulation of numbers. He went further to say that, after the shapes

comes the number. Mathematics is based on ten symbols that represent

number values and of course there are millions of combinations of these

numbers.

42

Addition and subtraction are the core of most mathematics.

Addition is the mathematical concept of putting things together to form a

greater amount while subtraction is the opposite subtracting one thing

from other is the same as taking something away from a group. This is

where most of our mathematics experience begins. One step up from

addition and subtraction are multiplication and division. Multiplication is

a fancing version of addition where you put many groups together.

Division is a little different it is not like subtraction. If multiplication puts

groups together, division breaks large group into smaller groups.

Melen (2002) opined that mathematics basic operation practice is a

program for learning and practicing basic addition, subtraction,

multiplication and division operations. In line with the above, Iji (2007)

went further to say that basic operation covers adequate knowledge of

addition, subtraction, multiplication and division. This helps the group to

be able to known when there is need of increasing, reducing or doubling.

Also adequate knowledge of sharing among and within them is also

gained.

Amaefuna (2003) opined that basic operation in mathematics

involves subtraction, addition, multiplication, and division.

Simplification as applied in primary school teaching and learning. This

explanation however is not different from the others. The understanding

decipherable clearly suggests that mathematics basic operations are

43

fundamental, elementary, simple and foundational mathematical

application. Achievement means to get what you desire, want or attain a

purpose or objective. Achievement in this context connotes attainment of

primary school mathematics aims and objective. Nwokoye (2002) opined

that pupils achievement means outcome, quantity and quality of progress

pupils have made in a particular subject matter or unit of instruction in a

classroom level. This is particular and relative stance while the general

stance tilted to the overall progress in the school curriculum.

Achievement is similar to performance but differs in terms of

measurement criteria. Performance may be in terms of scores in a subject

matter but achievement connotes understanding, knowledge, and

acquisition of skills, values and experiences of the subject matter. In

essence performance is an interpreted part of achievement. Ikejofor

(2004) observed achievement as attaining a desirable objective in a

course of action engaged by a person. According to Nworgu (2003),

achievement test are constructed so as to assess what a student has

mastered or understood in general or specific areas of knowledge to

which he had been exposed. From the foregoing one can confidently

state that achievement is what a students has mastered, understood or

learnt to do. Achievement in the three domains of educational objectives

(cognitive, affective and psychomotor) are usually measured. Agwagah

(2000) observed that the teaching of number and numeration (of which

44

basic operation is an aspect) in Nigeria educational system has not been

impressive. Again from my personal experience as a long time secondary

school mathematics, some Junior secondary school (JSS1) students still

find basic operation of whole numbers difficult. This difficulty was

traced back as their inability to identify the place values of these numbers

and thus unable to present them at the appropriate column. This inability

will be as a result of poor foundation laid on this concept at the primary

school level. Ekwue and Onyenebo (2008) concluded that basic

operation is an aspect of mathematics frequently encountered in all

working places.

Basic

operation

Hospital

Banks

Filling

station

Autho-

mobile

Furniture

Engineering

Architech Schools

NO. 47 48 43 37 38 41 26 53

% (100%) (100%) (100%) (100%) (100%) (100%) (100%) (100%)

Odili (2003) said that the reason why greater number of students cannot

do well in mathematics is because they find it difficult to perform simple

arithmetics and mathematical operations needed in their every day life.

Iji (2007) states that if these operations are well explained and taught by

mathematics teachers, the identified disadvantaged groups will

adequately be helped in their daily activities. For instance, the rural

45

community needs to know the quality and quantity of farm crops acquired

for planting. The nomads also desire to know their number of cattle and

sheep. Both the drop out boy and girl child equally needed operations on

number for their daily quantification. For students to actually master

understand any area in mathematics, there must be an effective

instruction that involves students/pupils actively. Such effective

instructional strategy will lead to a better achievement in pupils. It is

hoped that when the exchange board is used in teaching basic operations,

pupils would understand, achieve and be interested in learning the

concept.

Empirical Studies

Studies on achievement in mathematics

A person who attains an objective is said to achieve something but

at the same time attainment of objectives is synonymous with

achievement of a purpose.

To what extent has pupil’s achievement in mathematics become

desirable? Many researchers have carried out studies on achievement in

mathematics. Ezeugo and Agwagah (2000) carried out a study on the

effect of concept mapping on students achievement in Algebra. The study

consisted of 387 SS II students randomly selected from four secondary

schools in Onitsha Education zone of Anambra State. The analysis of

46

covariance (ANCOVA was used to analyse the data collected from

Algebra achievement Test (AAT). The result of the test revealed that

there was significant difference in the mean achievement scores of

students taught with concept mapping and those taught with the

traditional method.

Iji and Harbor Peter (2005) investigated the effect of logo and

Basic programms on JS one students’ achievement in geometry. The

design was a quasi experiment. A sample of 285 JS one students from

three secondary schools in Amsoda Education zone of Rivers States were

used. Analysis of co-variance (ANCOVA) was used to analyze the data

collected from Geometry achievement Test(GAT). The result of the study

revealed that students taught with logo program method (LPM) and Basic

program method (BPM) achieve higher than those taught with the

conventional method. Both the low and high achievers equally improved

upon their geometry achievement.

Okpara (1995) carried out a study to ascertain the effect of non-

material reinforcement training program among primary school teachers

would have on their pupils’ achievement in mathematics. The study

applied a quasi-experimental research deign. Purposive and simple

random sampling techniques were used to select the 700 subjects for the

study. Two validated research instruments and lesson plans were used for

the study. The data obtained from those instrument were summarized and

47

analyzed using mean score, standard deviation and analysis of co-

variance. Results included that the use of non-material reinforcement

enhances pupils achievement in mathematics.

Akintola and Popoola (2004) investigated the effects of two

instructional strategies, Heuristic problem solving strategy (HPSS) and

programmed instructional strategy (PIS) on the academic achievement of

secondary school students. The sample consisted of two hundred and

forty (240) senior secondary II (SS II) students in six selected co-

educational secondary schools in Ekiti, Data analysis involved the use of

analysis of covariance (ANCOVA). The result obtained showed that

students who were exposed to HPSS and PIS performed significantly

better than students treated with conventional method. Based on these

results, the study is interested in investigating pupils achievement in

Basic operations using Exchange board.

Studies on Gender Differences in mathematics Achievement

Gender is believed to be an important variable in today’s learning

and achievement and such has formed an important focus of research. For

some years now the issue of gender disparity in mathematics performance

of students was clearly detected by Idris and Momoh (2001) on a research

work to investigate the effect of sex on the mathematics achievement of

junior secondary three students (J S S III). Sixteen junior secondary

48

school and eight hundred and seventy-six (876) students served as active

respondent to the instruments of this study. Two forms of 60 items

achievement test were used to collect data for the investigation. Result of

the study indicated that boys performed better than girls.

Etukudo (2002) discovered in his study that there was no

significant gender difference in the posttest performance of the

experimental group (EG) taught with the help of computer assisted

instruction package. Two groups of forty (40) students each of which (20)

were male and twenty (20) female students in Junior secondary three (JSS

II) classes were sampled from a population of all Junior secondary school

students in Ogba/Egbene Ndonii Local Government Area of Rivers State.

The T-test was used for data analysis. It was revealed from the result that

computer assisted instruction (CA) was capable of eradicating gender

differences completely if properly used.

Alio and Harbor Peters (2000) in their experiment determined the

effect of gender on students achievement using Polya’s problem solving

technique. A 25 item essay type mathematics test covering the six (6)

components of linear inequality in one and two variables was

administered on a sample of 320 students. These subjects were randomly

drawn from secondary schools in Enugu South Local Government Area

of Enugu education zone of Enugu State. Data collected for the study was

analyzed using Analysis of covariance (ANCOVA). The result showed a

49

significant difference in the achievement of male and female students in

favour of males. Based on these studies, the researcher is interested in

investigating whether the use of Exchange board as an instructional

material will increase achievement in mathematics basic operation and

hence helps to reduce the disparity in achievement as a result of gender.

Summary

The literature review has proved the assertion that students’

achievement in mathematics is not encouraging. This issue of poor

achievement has been the concern of many individuals, educators,

governments and organization. The review also indicated that students’

poor achievement in mathematics is mostly attributed to teachers’ method

of teaching and non-availability and use of instructional materials. Hence

the need to investigate if the use of exchange board can enhance the

achievement of students in mathematics especially basic operations.

An Exchange board encourages pupils active participation in the

teaching learning process and also touches the three domains of education

Basic operation on the other hand belongs to elementary foundations,

rudiments and fundamental aspect of mathematics such as addition,

subtraction, multiplication and division as applied in primary school

which exposes pupils to further dimension and branches of mathematics.

Besides, many activity oriented methods and strategies as well as

principle of using exchange board are explored.

50

Researchers on sex as a factor in mathematics show that contrary to

the general belief, males achieve more in mathematics than females.

Some studies showed that males and female achieve equally while some

even showed that females achieve more as a result of mathematics

reading. Based on these contradictions the researcher is posed to

investigate if gender difference exists in the use of exchange board in

teaching basic operation among primary pupils.

51

CHAPTER THREE

RESEARCH METHOD

This chapter discusses the procedures used in conducting the study,

data collection and analysis to ensure that valid conclusions are reached.

The method include Research design; Area of the study; Population of

the study; Sample and sampling techniques; Instruments for data

collections Validation of instrument; Reliability of the instrument;

Lesson plans; Experimental procedures; Control of extraneous variables;

Method of data collection and assessment; Method of data analysis

Research Design

The quasi-experimental design was used for this study.

Specifically, the study was non-randomized control group pre-test and

post-test design. This design is considered appropriate because the

researches cannot randomly sample and assign the subjects, as this might

alter and disturb the school schedule of lessons. Besides, the study makes

use of two groups, the experimental group and the control group. Table 1

below represents the design.

52

Table 1: Representation of the Research design

Grouping Pre-testing Research

condition

Post-testing

Experimental

group

O1 Treatment (x) O2

Control group O1 Control ( - ) O2

O1 = Pretest

O2 = Post test

O = Basic operation Achievement test (BOAT)

X = Exchange Board Instructional strategy (EBIS)

__ = Traditional method of teaching (TMT)

Area of the study

This study was carried out in Government Primary Schools in Oyi

local government Education Authority of Anambra State. Oyi Local

Government education Authority comprises five towns namely; Awkuzu,

Nkwelle–Ezunaka, Nteje, Ogbunike and Umunya. Oyi Local Government

Education Authority which has its headquarter at Nteje has 32 primary

schools excluding private schools which do not belong to the scope and

area of the study.

53

Population of the study

The population of the study is all the 1,566 primary IV pupils from

the 32 primary schools in Oyi Local Government Education Authority,

Nteje of Anambra State.

Sample and Sampling Techniques

The subject of this study is made up of ninety (90) primary four (4)

pupils drawn from two schools in two different towns in Oyi Local

Government Education Authority. A simple random sampling technique

was used to sample two towns out of the five towns in Oyi Local

Government Education Authority. From the two towns selected, two

primary schools, one from each selected towns were randomly selected

using the same sampling technique. From the two schools selected, a

sample random sampling was used to select a stream of primary four of

each selected schools. The two streams selected were then classified into

experimental and control groups by a toss of a coin. This was necessary

in others to give the two classes equal chance of being selected into

experimental or control group. The classes selected formed the intact

group used for the study. The sample distribution is shown in table 2

below.

54

Table 2

Sample distribution table

Towns Names of

schools

Streams No. of pupils

Town A School A Stream A No. of 44

Town B School B Stream A No. of 46

The total number of pupils in the two stream selected formed the sample

for the study.

Instrument for Data Collection

One instrument was used for the study. The Basic operation

Achievement test (BOAT). The BOAT was essay test items consisting of

twelve (12) essay activity questions covering addition (+), subtraction (-),

multiplication (x), and division (/) that taught during the experimentation.

The test blue print for the essay activity test is presented in table 3 below.

Only the first three levels of cognitive domains of educational objectives

were used as these first three levels call for lower order questions meant

for primary four.

55

Table 3

The test blue print

Contents Percentage Knowledge Comprehension Application Total

Addition

Subtraction

Multiplication

Division

25%

25%

25%

25%

1 (1)

1 (2)

1 (3)

1 (4)

1 (6)

1 (5)

1 (8)

1 (7)

1 (9)

1 (10)

1 (11)

1 (12)

3

3

3

3

Total 100% 4 4 4 12

Validation of the instrument

The Basic operation Achievement Test (BOAT) was subjected to

face validation by three specialists, two in mathematics education and one

in measurement and evaluation. For the validation exercise, copies of the

title of the study, purpose of the study, research questions and hypotheses

and BOAT were sent to the three specialists. The specialists examined

them critically, modify any item where necessary, remove any irrelevant

item, add any other item they feel is relevant to the study. After the

specialists might have done these, the researcher finally arrive at a set of

items, which she now go to the field with for the trial testing. The content

validity of the instrument was established by the test blue print.

56

Reliability of the instrument and trial Testing of the instrument

A trial testing of the instrument was conducted using twenty (20)

primary four pupils from central primary school Ogidi in Idemili North

Local Government Education Authority, which is outside the area of this

study. The BOAT instrument was administered to these pupils and after

four weeks the same test was administered to the same group. The result

of the trial testing of the instrument was used to establish the reliability of

the instrument using test-re-test coefficient of reliability. It was found to

be 0.90 (See Appendix A).

The Lesson plans

Two lesson plans were drawn and were used for the study. One for

the experimental group and the other for the control group. Two

specialists in mathematics education validated the lesson plans. After

making the necessary corrections, the final lesson plan were drawn and

were used for the teaching of the lessons on Basic operations in

mathematics. (See Appendix B )

Experimental Procedures

At the beginning of the experiment the pre-test on the Basic

Operation Achievement test (BOAT) was administered to both the

experimental and control groups on the same day by the researcher with

57

the help of their teachers to ascertain the level of achievement of pupils in

Basic operations. After the pre-test, the researcher continued with the

experiment in their respective schools.

The experiment was conducted during the normal school periods

and lasted for four (4) weeks. Within the four weeks of the experiment,

the four different sub-topics of Basic operations were taught and covered.

Each week contained four periods of 35 minutes each. This give a total of

sixteen (16) periods; four (4) for addition, four for subtraction, four for

multiplication and four for division using exchange board and traditional

method respectively. After the experiment, the Basic operation

Achievement test (BOAT) was again administered to the same pupils.

Control of Extraneous Variables

To control extraneous variables, the researcher used the class

teachers and students’ teachers (Teaching practice students) that were

sent to these schools. These teachers were trained by the researcher on

how to teach with the exchange board and cards using the researcher’s

lesson notes. After the training, the researcher picked the best two to be

used for the experiment. These teachers were paid by the researcher on

an agreed amount. This is to ensure effective teaching of the pupils and

eliminate the problem of teacher differences. With the use of already

existing classes, initial equivalence may not be achieved for the pupils in

58

the two groups. In order to eliminate the errors associated with non-

equivalence arising from the non-randomization of the subjects; Analysis

of covariance (ANCOVA) was used for data analysis. To reduce the non-

experimental mathematics experiences among the pupil participants of

this study, no home work or out – of – class assignment was given to the

pupils during the experimental period.

Method of Data Collection

The Basic Operation Achievement Test (BOAT) was administered

to make available relevant information for analysis. At the end of the

experimental teaching periods, the same post-test of BOAT was

administered to the pupils in the experimental and control group on the

same day with the help of their teachers. This is to avoid interference

between the groups. The BOAT answer scripts were marked and scored

out of a maximum of 100% and a minimum of 0% marks were awarded

according to the marking guide. (See Appendix D)

Method of Data Analysis

The pretest and post test scores that were obtained from the

administration of BOAT instrument as shown in appendix ( E ) were

analysed using mean, standard deviation and analysis of covariance

(ANCOVA). The result from the test was used to answer the research

questions and to test the research hypotheses at 0.05 alpha level

respectively.

59

CHAPTER FOUR

RESULTS

This Chapter presents the results of the study. The presentation of the

results is according to the research questions and hypotheses.

Research question I

What is the difference in the mean achievement scores of pupils taught

basic operations using exchange board and those taught using traditional

method.

Table 4

Mean and standard deviation of pupils’ scores in BOAT

Pre – test Post-test Difference in mean (x)

Groups

N

X

SD

X

SD Experimental 44 5.18 4.10 17.64 3.56 12.46

Control 46 2.46 1.76 4.43 2.16 1.97

Difference in x 2.72 13.21

The above table shows that the experimental group had a post- test mean

achievement score of 17.64 and standard deviation of 3.56 while the pre-

test mean achievement score was 5.18 and a standard deviation of 4.10.

Thus there is an increase of 12.46 in the mean achievement score. In the

control group the mean achievement score of the pre-test was 2.46 and a

standard deviation of 1.76 while the post-test mean achievement score

was 4.43 and a standard deviation of 2.16, showing there is a slight

increase of 1.97 in the mean achievement score. This increase is much

more less when compared to that of the experimental group. Also the

table shows a pre-test mean difference of 2.72 and a post-test mean

difference of 13.21 between the experimental and control groups. This is

60

an indication that the experimental group achieved higher than the

control group in the basic operation, Achievement test (BOAT) using

exchange board as a teaching strategy.

Research Question 2

What is the difference in the mean achievement scores of pupils in the

four basic operations taught using exchange board.

Table 5

Mean and standard deviation of pupils scores in the four basic operations

of BOAT.

Pre-test Post-test Difference in mean (x) Operations N X SD X SD

Addition 44 2.55 1.63 5.14 1.00 2.59 Subtraction 44 1.73 1.53 4.95 1.01 3.22

Multiplication 44 0.32 0.74 3.82 1.35 3.50 Division 44 0.45 0.85 3.73 1.26 3.28

Table 5 shows that the pupils had a post-test mean achievement score of

5.14 and standard deviation of 1.00 in addition, and a pre-test mean

achievement score of 2.55 and standard deviation of 1.63. Thus there is a

mean gain of 2.59. For subtraction, the post-test mean achievement score

was 4.95 and standard deviation of 1.01, while the pre-test mean

achievement score was 1.73 and standard deviation of 1.53. There is an

increase of 3.22. The post-test mean achievement score for multiplication

was 3.82 and standard deviation of 1.35 while the pre-test mean

achievement score was 0.32 and standard deviation of 0.74. Thus shows

an increase of 3.50. Division had a post-test mean achievement score of

3.73 and standard deviation of 1.26 while the pre-test mean achievement

score was 0.45 and standard deviation of 0.85 showing an increase of

3.28.

61

Research Question 3

What gender difference is there in the mean achievement scores of pupils

taught basic operations using exchange board.

Table 6

Mean and standard deviation of male and female pupils in BOAT.

Pre-test Post-test Difference in mean (x)

Sex

N

X

SD

X

SD Male 21 4.67 3.04 16.95 3.67 12.28

Female 23 5.65 4.58 18.26 3.43 12.61 Difference in x 0.98 1.81

The table shows that there is an increase in the mean achievement scores

of the male students in the experimental group. The mean of the pre-test

is 4.67 and standard deviation of 3.54 while the mean of the post-test is

16.95 and standard deviation of 3.67, which indicates an increase of

12.28 in mean score. There is also an increase in the mean achievement

scores of the female students. The mean of the pre-test is 5.65 with

standard deviation of 4.58 while the mean of the post-test is 18.26 with

standard deviation of 3.43, which indicates a mean gain of 12.61. Again,

in the pre-test the males had a mean achievement score of 4.67 while the

female had a mean achievement score of 5.65 which indicate a mean

difference of 0.98. In the post-test, the males had a mean achievement

score of 16.95 and the females 18.26 which shows a mean difference of

1.81. The result shows that both male and female pupils show a high

increase in achievement of almost equal amount in BOAT using

exchange board.

62

Research Hypotheses:

Ho I: There is no significant difference in the mean achievement scores

of pupils taught basic operations using exchange board and those taught

using traditional method.

Table 7

Summary of two-way Analysis of co. variance (ANCOVA) on the effects

of the teaching strategy on Achievement.

Source sum of squares Df Mean

square

F Sig Dec at

0.05

Corrected

model

4320.215 2 2160.108 529.866 .000 S

Intercept 2535.284 1 2535.284 621.895 .000 S

Pretest 400.813 1 400.813 98.318. .000 S

Group 2423.889 1 2423.889 594.570 .000 S

Operation 12.288 3 4.096 3.548 0.016 S

Sex 1.271 1 1.271 .040 .842 Ns

Sex * group 20.357 1 20.357 5.216 .025 S

Error 2777.292 87 31.923

Total 15346.000 90

Corrected total 4674.889 89

S = significant at 0.05

Ns = not significant at 0.05

Table 7 above indicates that the group as main factor is significant on

pupils achievement in basic operations studied. This is because the f- value

of 594.57 in respect of group as main effect is shown to be significant at

0.000 level. This then means that at 0.05 level, the f-value of 594.57 is

63

significant. The direction of the difference is in favor of the experimental

group which has a higher mean post test achievement score as shown in

table 4. This result shows that the use of exchange board strategy

significantly facilitates pupils achievement in mathematics. Consequently

the null hypothesis of no significant difference in the mean achievement

scores of pupils taught with exchange board and those taught with the

traditional method is rejected

Research hypothesis 2

Ho 2: There is no significant difference in the mean achievement scores of

pupils in the four basic operations taught using exchange board.

Table 7 above displays the information for the mean achievement scores of

pupils in the four basic operations taught using exchange board. The

information shows that F (3.548) for the basic operation is significant at

0.16. Therefore F is also significant at 0.05. This is because 0.016 is less

that 0.05. Hence, the hypothesis is not accepted, that is there is significant

difference in the mean achievement scores of pupils in the four operation

taught using exchange board.

This result was further subjected to multiple comparison test using Scheffe

comparison test. In the multiple comparison test, taking two operations (i

& j) at a time on the post test, addition and subtraction have a mean

difference (i - j) of 0.18182 which is not significant since the value 0.911 is

greater than the X value of 0.05. Addition and Multiplication have a mean

difference of 1.31818 which is significant since 0.000 is less than the X

value of 0.05. Addition and Division have a mean difference of 1.40909

which is significant since the value 0.000 is less than the X value of 0.05.

This means that at 0.05 level Addition is significant with Multiplication

and Division. When Subtraction is taken against the other three operations

64

via addition, multiplication and division, it has a mean difference of

0.18182 with Addition which is not Significant since the value 0.911 is

greater than the X value of 0.05 and a mean difference of 1.13636 with

Multiplication which is significant since the value 0.000 is less than the X

value of 0.05 and with Division a mean difference of 1.22727 which is also

significant at 0.000 level. This means that at 0.05 level, Subtraction

operation is significant with Multiplication and Division operations.

Multiplication operation with Addition has a mean difference of 1.31818

which is significant since the value 0.000 is less than the X value and mean

difference of 1.13636 with Subtraction which is also significant at 0.000

and finally a mean difference of 0.09091 with division which is not

significant since the value 0.987 is greater than the X value of 0.05 level.

This means that at 0.05 level, Multiplication operation is only significant

with Addition and Subtraction. Division operation with other 3 operations

show a mean difference of 1.40909 with Addition which is significant at

0.000 and a mean difference of 1.22727 with Subtraction which is also

significant at 0.000 since the value 0.000 is less than the X value of 0.05

and finally a mean difference of 0.08091 with Multiplication which is not

significant since the value 0.987 is greater than the X value of 0.05. This

means that at 0.05 level, division is only significant with addition and

subtraction. Thus the mean difference of i – j operations shows that

multiplication and division are significant with addition and subtraction

with pupils performing best in multiplication, this is followed by division,

subtraction and finally addition.

Research Hypothesis 3

Ho3: There is no significant difference in the mean achievement scores of

male and female pupils taught basic operations using exchange board.

65

Data from the table 7 above indicate that sex as a main factor is not

significant on pupils achievement in basic operation studied. This is

because the value 0.842 is greater than the X value of 0.05. This result

shown that sex does not significantly enhance pupils achievement in

mathematic, when taught with the exchange board. Consequently, the null

hypothesis of no significant difference in the mean achievement scores of

male and female pupils taught basic operations with exchange board is not

rejected.

Research Hypothesis 4

Ho4: There is no significant interaction effect between the treatment and

gender on pupils achievement in basic operation using exchange board.

The interaction effect of sex by group as indicated in table 7 is significant.

This is because the F value of 5.216 in respect of interaction between

treatment and gender (sex and group) is shown to be significant at 0.25

level. This indicates that at 0.05 level, the value 5.216 is significant. The

null hypothesis of no significant interaction effect between treatment and

gender on pupils achievement is therefore rejected. This means that there is

a significant interaction effect between treatment and gender on pupils

achievement relative to method used.

Summary of Findings:

The findings of the study are summarized as follows:-

1. There is a significant difference in the mean achievement scores of

pupils taught with exchange board and those taught with the traditional

method, in favour of the experimental group.

66

2. There is a significant difference in the mean achievement scores of

pupils in the four basic operations taught using exchange board. The

post-test mean difference shows that achievement was more in

multiplication, followed by division, subtraction and addition.

3. There is no significant difference in the mean achievement scores of

male and female pupils taught basic operations with exchange board.

4. there is a significant interaction effect between treatment and gender

on pupils achievement relative to the method used.

67

CHAPTER FIVE

DISCUSSION AND INTERPRETATION OF RESULTS

This Chapter deals with the discussion of Findings, Conclusion,

Implications of the Findings, Recommendations, Limitations of the study,

Suggestions for further research and summary of the study.

Discussion of Findings

The Discussion of Findings of this study is focused around the purpose of

the study.

The result of the analysis on table 7 reveals that pupils taught with

exchange board strategy achieved higher than those taught with the

traditional method. This result agrees with some earlier research findings

on the relationships that exist between some strategies in teaching

Mathematics and achievement in Mathematics. This is in time with

Ezeugo and Agwagah (2000) whose study revealed a significant

difference in the mean achievement scores of students taught algebra with

concept mapping and those taught with the traditional method. The result

also agrees with Iji and Harbor-Peters (2005) who discovered that

students exposed to Logo and basic programme (an instructional strategy)

achieved more in geometry than their counterpart who were not exposed

to that. From the aforementioned assertions, it is certain that some

instructional strategies can enhance achievement in mathematics.

Teachers need to identify different instructional strategies and utilize

them for better achievement in mathematics. It was also revealed that

even though pupils achieved more in the four basic operations, there is a

significant difference in their mean achievement scores in the four basic

68

operations taught using the exchange board. Pupils achieved more in

multiplication, followed by division, subtraction and addition.

Table 7 also revealed that there is no significant difference in the mean

achievement scores of male and female pupils taught basic operations

with the exchange board. This Finding is in line with the Finding of

Etukudo (2002) who in his study, discovered that there was no significant

gender difference in the post test performance of the experimental group

taught with the help of computer assisted instructional package. Memoh

(2006) also revealed that gender was not a significant factor on students

achievement in mathematics when taught quadratic equations with guided

scoring strategies. These indicate that with the use of any good

instructional strategy, male and female pupils will achieve equally.

Conclusion.

The study has shown that teaching with exchange board strategy can

improve or increase pupils achievement in basic operations, more

especially on multiplication. It also revealed that the achievement of

male and female pupils taught with the exchange board were the same.

The slight mean difference observed was not significant.

Educational Implicasstions

The Findings of this study have some educational implications both for

the pupils, teachers, schools and government.

69

The use of exchange board strategy appeals to pupils. This is because

pupils are guided to do things by themselves, and this in turn will help

them to participate fully in the class activities.

Again the study revealed that pupils achieved most in multiplication

operation followed by division. The implication is that teachers should

always adopt the exchange board strategy in teaching basic operations,

especially multiplication and division which pupils find difficult as this

will motivate the slow learners and increase their interest in Mathematics

thereby enhancing learning and achievement.

Exchange board strategy has proved better in achievement of pupils in

basic operations. This implies an integration of this strategy by the

curriculum planners in our primary school teaching so that Mathematics

teachers will move away from most of their traditions teaching-learning

approach.

The research findings showed clearly that teachers’ effectiveness is a

great indication of pupils achievement for he is the principal figure in the

classroom. The behavioural tendencies of the teacher in attitude and

performance expectation contribute immensely to pupils behaviour and

subsequent achievement. The use of exchange board strategy appeals to

pupils. This is because pupils are guided by the teachers to do things by

themselves. That is to say they are actively involved. Hence if a teacher

is inconsistent, the class will be inconsistent if a teacher is poor, the

pupils achievement will be poor.

70

Finally both male and female pupils who were exposed to this teaching

strategy performed well. This implies that this strategy could be used

irrespective of the pupils sex.

Recommendation

In the light of the Findings that Exchange board strategy has been found

affective in increasing the level of pupils achievement in Mathematics,

the researcher recommends the following:-

1. Curriculum planners should include the exchange board strategy as

an integral part of the methodology use in teaching Mathematics

(basic operations) in our primary schools.

2. Classroom teachers should use exchange board in teaching basic

operations in primary schools since it enhances pupils achievement

on it.

3. Federal and state ministries of education, professional bodies such

as Mathematical Association of Nigeria (MAN), Science Teachers’

Association of Nigeria (STAN) etc should organize workshops,

seminars on the provision and use of exchange board so as to

sensitize the Mathematics teachers on the benefits derivable from

using this strategy.

4. Governments and school heads should also help in the provision of

the material needed for the production of exchange board if the

already made one is not readily available.

5. Since pupils understand and achieve more when they are actively

involved teachers are therefore required to seek for those strategies

that involve the pupils actively and use them for instruction.

71

Limitation:

There were not enough materials to go round the pupils, thus these

pupils were grouped or merged together.

Suggestion for Further Research

In relation to the results of this study, the researcher suggests that further

research be carried out in the following areas:

1. The study can be respected in another state using a large

number of schools or pupils.

2. Investigating the difference between urban and rural pupils with

exchange board strategy.

3. Investigating the effect of teaching with exchange board in

other classes.

Summary:

The purpose of this study was to investigate the use of exchange board on

achievement in basic operations among primary iv pupils. Three research

questions and four null hypotheses guided the study. The design used for

the study was quasi - experimental design called non- equivalent control

group design. Ninety primary four pupils dram from two schools in Oyi

local Government Education Authority of Anambra state formed the

subjects for the study. The two schools were randomly grouped into

experimental and control group. The research assistants who were trained

by the researcher later taught these two groups.

A research instrument: basic operation achievement test (BOAT) was

developed, validated and used by the researches in the study. A trial

testing of the instrument was carried out to ascertain the reliability of the

instrument using spearman test-retest coefficient of reliability which was

found to be 0.90.

72

The data generated from the study were analysed using means, standard

deviations and analysis of covariance (ANCOVA). The results of this

study showed that exchange board has significantly improved pupils

achievement in basic operations and that multiplication operation is most

favoured. Again it was also revealed that both male and female pupils

achieved equally using the method gender is not a significant factor on

achievement in Mathematics.

The implication of the study is that it will make the pupils to have deep

understanding of the concept since they are actively involved and

encourages the teachers to use this strategy while teaching.

The recommendation of the study is the integration of this strategy in the

teaching and learning of basic operations in our primary schools, and

teachers should make use of strategies that involve doing on the part of

the learners.

73

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UNIVERSITY OF NIGERIA, NSUKKA DEPARTMENT OF SCIENCE EDUCATION

DATE: …………….

The Dean, School of postgraduate studies University of Nigeria, Nsukka.

CERTIFICATION OF THE M.ED THESIS

I hereby certify that the under – named candidate has effected all the corrections suggested by the External Examiner.

UMUEH, UKAMAKA. B PG / MED / 00 / 28435

Internal Examiner External Examiner …………..……………… Professor Uche Agwagah (Supervisor)

80

NAME: UMEH UKAMAKA REG NO: PG / M.ED / 00 / 28435 EXTERNAL EXAMINATION COMMENTS / OBSERVATION

PAGE LINE INCORRECT CORRECT Ix 5 The effect of gender on the

efficacy of the method The effect of method on the efficacy of the achievement of male and female pupils was also considered research assistants.

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4 3 No case was made for gender in the background

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4 5 Jahum and Momoh (2001) Idris and Momoh (2001) 4 15 Salman (2006) Salman (2004) 6 10 Simplex Simplest 9 1 The problem of this study is to

find out if the teaching of basic operations with activity oriented strategy (Exchange Board) will affect both male and female achievement in mathematics.

The problem of this study is to find out if the teaching of basic operations with activity oriented strategy (Exchange Board) will increase pupils achievement in mathematics.

13 3 Theoretical and conceptual frame work

Conceptual frame work

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