RELATIVE EFFECT OF STUDENTS’ TEAM ACHIEVEMENT DIVISION AND PERSONALIZED SYSTEM OF INSTRUCTION ON THEIR ACHIEVEMENT IN CIRCLE GEOMETRY
OKAFOR-OBI, CHIMEZIE STANLEY
This study investigated the Relative effect of Students’ Team Achievement Division (STAD) and Personalised System of Instruction on their achievement in circle geometry. The study also investigated influence of gender on their academic achievement in circle geometry. In order to achieve the purpose of this study, five (5) research questions were posed and five (5) null hypothesis were formulated which were tested at 0.05 level of significance. Design for the study is a quasi-experimental, non-equivalent control group pretest and posttest design. The population of the study comprises all the 4002 SS1 mathematics students, one hundred and sixty five (165) were drawn from three schools that were sampled out of forty nine co-educational schools. One instrument was used to collect data for this study. It is called GAT. The instrument was face validated by experts in mathematics education and measurement evaluation teachers. The reliability of GAT was determined using Kuder-Richardson formula (KR-20) and the Reliability index of 0.75 was obtained. The data obtained from the study were analysed using mean and standard deviation in answering research questions while (ANCOVA) was used in testing hypothesis. The findings of the study were; STAD had a significant effects on academic achievement of students; PSI had no significant effects on students achievement; gender is a significant factor on students achievements in circle geometry although females tended to outperform their male counterparts; there is relative significant difference in the two strategies(PSI &STAD) in teaching circle geometry. Based on the above findings of the strudy, recommendations were also made which include that mathematics teachers should introduce STAD in their lessons in order to attract and motivate students to learn mathematics which will in turn enhance the students’ academic achievement in the topic. The results have implications for government, teachers, ministries of education, professional associations and students, and based on the results some recommendations were made. These include organisation of workshops, seminars and conferences for teachers to enable them implement the findings of this study in the classroom situation among others.