EFFECT OF ACHIEVEMENT MOTIVATIONAL INSTRUCTIONAL APPROACH ON PRIMARY SIX PUPILS’ NUMERICAL APTITUDE AND RETENTION IN MATHEMATICS
This study sought to investigate the effect of achievement motivational instructional approach on primary six pupils’ numerical aptitude and retention in mathematic. Eight research questions and ten research hypotheses guided the study. The design of the study was quasi experimental pretest posttest equivalent control group design. The study was carried out in Calabar municipality Local Government Area of Cross River State in the present south-south zone of Nigeria. The population of the study was 2400 primary six pupils’ from the 24 public primary schools in Calabar municipality education zone of Cross River State. Two out of the 24 schools were randomly selected for the study. The sample size for this study was 241. 125 pupils were assigned the experimental group and 116 pupils constituted the control group for the experimental group 70 of the pupils were males and 55 pupils were females. The instruments used for data collection were Mathematics Achievement Test (MAT) and Numerical Aptitude Test (NAT).The MAT was developed by the researcher and the NAT was a standardized test from the state ministry of education. The MAT was subjected to both face and content validation. MAT and NAT were trial tested on 30 pupils and the data generated was used to determine the reliability coefficient of MAT to be 0.86 and of NAT to be 0.83 using Richardson (20) K – R20 formula. MAT and NAT was administered on the groups before treatment started while post-MAT and NAT was administererd at the end of the 3 weeks treatment period. After 2 weeks of administration of post-test, the items of both MAT and NAT were reshuffled and again administered on the group as a retention test. Scores from the pretest of MAT and NAT, posttest of MAT and NAT and the retention test were analysed using means, standard deviation and analysis of covariance (ANCOVA). Some of the major findings from the analysis were (i) Achievement motivational instructional approach was found to be capable of enhancing pupils’ achievement, numerical aptitude and retention in Mathematics than the traditional approach. (ii) Achievement motivational instructional approach does not result in differences in achievement, numerical aptitude scores between male and female pupils. (iii) The use of achievement motivational instructional approach improved retention of male and female pupils. Based on the findings, the implication were highlighted and recommendation were made towards better achievements, numerical aptitude and retention of primary six pupils’ in mathematics.