Two instructional strategies as determinants of primary school pupil's learning outcomes in mathematics
| dc.contributor.author | Tella, A. | |
| dc.contributor.author | Bello, L. A. | |
| dc.date.accessioned | 2025-06-24T10:35:31Z | |
| dc.date.issued | 2006 | |
| dc.description.abstract | The study investigated the effect of explicit and peer tutoring instructional strategies (treatment), pupils' ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of ANCOVA, MCA, and Schaffe. The findings revealed that there was significant main effect of treatment on achievement in Mathematics [f (2, 170) = 28. 007; P < 0.05] and attitude towards Mathematics [F(2, 170) =0.845; P<0.05]. Pupil's ability and gender were found not to have significant main effect on achievement in Mathematics and attitude toward Mathematics. However there was a significant interaction effect of treatment and pupils ability on pupils attitude towards Mathematics [F (4, 170) = 1.457; P<0.05]. All the two ways and three ways interaction effects on achievement and attitude were found not to be significant. These findings and their implications for classroom situation were provided for curriculum planners and educational stakeholders. | |
| dc.identifier.issn | 0794-8867 | |
| dc.identifier.other | ui_art_tella_two_2006 | |
| dc.identifier.other | Journal of Technical and Science Education 15(1&2), pp. 34-54 | |
| dc.identifier.uri | https://repository.ui.edu.ng/handle/123456789/10921 | |
| dc.language.iso | en | |
| dc.title | Two instructional strategies as determinants of primary school pupil's learning outcomes in mathematics | |
| dc.type | Article |