Effect of using mathematics teaching

aids in teaching mathematics on the

achievement of mathematics students
NAME: OGUNSHOLA STEPHEN ADESHINA

MATRIC NO : 081004105

SUPERVISOR: MR OPARA

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

Mathematics is the foundation of science and technology and the functional
role of

mathematics to science and technology is multifaceted and

multifarious that no area of science, technology and business enterprise

escapes its application (Okereke, 2006). Ukeje (1986) described mathematics
as the mirror of civilization in all the centuries of painstaking calculation,
and the most basic discipline for any person who would be truly educated in
any science and in many other endeavours. Despite the importance placed
on mathematics, researchers (Odili, 1986; Salau, 1995; Amazigo, 2000;
Agwagah, 2001; Betiku, 2001; bioma, 2005; Maduabum and Odili, 2006;
Okereke, 2006) had observed that students lack interest in the subject and
perform poorly in it. Ukeje (1986) observed that mathematics is one of the
most poorly taught, widely hated and abysmally under-stood subject in
secondary school, students particularly girls run away from the subject. The
West African Examination Council (WAEC) Chief Examiners [2003, 2004,
2005, and 2006] consistently reported candidates lack of skill in answering
almost all the questions asked in general mathematics. WAEC Chief
Examiners [2003, 2005] further observed that candidates were weak in
Geometry of circles and 3- dimensional problems. According to their reports,
most candidates avoided questions on 3-dimensional problem, when they
attempt geometry questions; only few of the candidates showed a clear
understanding of the problem in their working. WAEC [2004] also reported
candidates weakness in Algebraic expression and word problems among
others. Obioma (1985), Obodo (1993) and Okereke (2006) reported gender
as a significant factor in mathematics achievement and Onwioduokit and
Akinbobola (2005) reported it as a significant factor in physics achievement
when physics students are taught with advance organizers. However
Okonkwo (1997) reported gender as non significant when students are
taught with tangram puzzle game. Okereke (2006) attributed students poor

performance to factors such as the society view that mathematics is difficult,

shortage of qualified teachers, lack of mathematical teaching aids and lack
of incentive. The abstract nature of mathematics should be reduced through
demonstration and practical methods. Agwagah (1997) observed that the
problem of ineffective teaching can be tackled through planned and
intelligent application of the mathematical teaching aids. Thus Agwagah
recommended the use of teaching aids approach to the study of
mathematics. The method of drill and verbal recitation makes learning boring
and lacks motivation for further learning. Srinivasa (1978) had earlier
recommended

the

use

of

mathematical

teaching

aids

in

teaching

mathematics. According to Srinivasa, this will lead the students to formation

of concepts out of experiences with discrete objects. In this case the vague
theories and imaginary objects take real shape and the students understand
better and perform better. It is important therefore to consider strategies
that may help to improve the performance, with the view of considering their
effect on teaching and learning of mathematics. Such strategies include the
use of mathematical teaching aids (Ogunkunle, 2000). However, Teaching
aids are the materials used for effective teaching and enhancing the learning
of students. It can be anything ready-made or made by the teacher or made
by students. Different teaching aids should be used in teaching mathematics
like Charts, Manipulatives, Programmed Learning Material (PLM), computers
and television.

Charts It can be used to display formulae, symbols, mathematical

and geometrical figures. Charts can be used for making students
familiar to the symbols and for memorization of basic formulae. Even
it can be used to bring to the students two-dimension geometry and

the graphical representation in a better way.

Manipulative They are objects or materials that involve mathematics
concepts, appealing to several senses that can be touched and moved

around by the students (not demonstrations of materials by the

teacher). Each student needs material to manipulate independently.
With students actively involved in manipulating materials, interest in
mathematics

will

be

aroused.

Canny

(1984)

has

shown

that

mathematics instruction and students mathematics understanding

will be more effective if manipulative materials are used. Models can
be used to make things concrete like three dimension figures in

geometry.
Programmed Learning Material (PLM) It is a self-learning material in
which learner can proceed at his own pace. It has the characteristics
of all sequential steps, learners response, self-pacing, immediate
feedback, reinforcement and self-evaluation. It is helpful in acquisition
of concepts like fractions, number systems, etc. and can be used as a

remedy for slow learners for a specific content.

Computers and Television Computer can be used for multimedia
presentation for the concepts that requires visualization and
imagination. Computer can also be used for providing Computer
Assisted Instruction (CAI), it is similar to PLM i.e. it is a computerized
PLM. Television can be used to show some good mathematics
education.

1.2 Statement of the Problem.

Evidence of poor performance in mathematics by secondary school students
point to the fact that the most desired technological, scientific and business
application of mathematics cannot be sustained. This makes it paramount to
seek for a strategy for teaching mathematics that aims at improving its
understanding and performance by students. Evidence abound (Srinivasa,
1978; Ogunkunle, 2000), that lack of mathematics teaching aids and
Mathematics teachers non-use of laboratory technique in teaching
mathematics is one of the major factors that contribute to poor achievement
in mathematics by secondary school students. Therefore the study is
designed to find out the effects of using mathematics teaching aids in
teaching on the achievement of Junior Secondary School (JSS) mathematics
students.

1.3 Aim and Objectives of the Study

The purpose of this study is to investigate the effects of using mathematics
teaching aid in teaching JSS students in mathematics. Specifically, the study
sought the following;

To identify the availability of instructional material at the secondary

stage
To identify the extent of use of instructional material at the secondary

school stage
To investigate the immediate impact of mathematics teaching aids
To investigate the extent to which the use of mathematics teaching

aids will enhance the achievement of mathematics students.

To find out the relationship (association) between the availability and
the effect of using teaching aid.

1.4

Relevant Research Questions

1. To what extent does the use of mathematics teaching aids affects the
achievement of mathematics students?
2. Is there any significant difference between the achievement of male and
female mathematics students taught with mathematics teaching aids?
3. is there any significant interaction effect of treatment and gender on student
achievement in mathematics.

1.5

Relevant Research Hypotheses

Ho1: There is no significant difference in achievement of mathematics

students taught with mathematics laboratory and those taught with lecture
method (P < 0.05).
Ho2: There is no significant difference in the achievement of male and
female mathematics students taught with mathematics laboratory (P<0.05).

1.6 Significance of the Study

The availability and the use of instructional material have a strong
relationship with academic performance of students at the secondary school
stage. ho
Wever, exploring the best methodology of teaching leading toward effective
learning based upon use of teaching aids will provide guidelines to bring
improvement in quality of teaching. In this connection the study will be
helpful in the following ways:

To revitatilize the teaching training program in the light of the study.

To improve and to make effective the process of learning, for the future

student depend largely upon proper educationof teachers.

The findings will provide useful information for curriculum reforms.
The study will help the decision-makers to understand the cause of low
quality of teachers instructional competence, so as to increase
instructional competence, workable strategies could as well be

developed.
It will help to share their experiences with others, especially with

students through two way communications

It will provide classroom teachers valid base to seek means for
extending their students horizon of real experiences and first hand

knowledge.
It will facilitate the role of teacher by offering a performance blueprint

and consistent criteria for evaluating teaching outcomes.

It will enable the teacher to judge appropriateness of teaching aids.
As prediction of teacher performance has increasingly become a
concern psychology, sociology and education, those wh define
themselves as educational psychologist, educational sociologist,
program planners or policy developers can broaden their horizon of
thinking.

1.7

Scope of the Study

Junior Secondary school of the public schools is used.

Aggregate marks of the two classes ie experimental and control group

are taken as prior achievement (PA) of students.

Instructional material includes textbooks, chalkboard, teaching guide,
science guide, math kit, science kit, audio-visual aids (maps, models &
charts)

1.8

Definition of Terms

Instructional material: instructional materials are to be defined as

items that are designed to serves as a major tool for assisting in the
instruction of a subject or course. These items may be available in bound,
unbound, kit or package form and may consist of hardbacked or softbacked
books, consumables, learning laboratories, slides, films, and filmstrips,
recordings, manipulatives, electronics media.

academic performance: can be defined as the outcome of education,

the extent to which a student, teacher or institution has achieved their

educational goal. Academic achievement is commonly measured by

examination or continuous assessment.

mathematical teaching aids: mathematics teaching aids are to be

defined as items that are designed to serve as a major tool for assisting in
the instruction of a mathematics subject.

References
[1] Abdullahi, A. 1982. Science Teaching in Nigeria, Ilorin: Atoto Press.
[2] Adebimpe, A.O., 1997. Improvisation of Science Teaching Resources. Proceedings
of 40 th Annual Conference of STAN, (PACS97), Kano, Nigeria, pp:55-60.
[3] Agina-Obu, T.N. 2005. The Relevance of Instructional Materials in Teaching and
Learning in Robert-Okah. I & Uzoeshi, K.C. (Ed). Theories are Practice of Teaching,
Port Harcourt: Harey Publication.

[4] Aguisibo, B.C., 1998. Laboratory and Resources Utilization: Funding by

mathematics Teachers. Afr. J. Educ., 1:29-36.
[5] Akanbi, I.A. 1983. The Factors Responsible for Low Enrolment in mathematics
in Nigerian Secondary Schools with Particular Reference to Ogbomoso L.G.A.
Unpublished B.S.C (ED.) Research Project Department of Curriculum Studies and
Educational Technology (CSET). University of Ilorin, Ilorin.
[6] Akintayo, A. 1980. A survey of the Learning and Teaching Problems of History in
Secondary Schools in Ekiti Central Local Government Area of Ondo State of Nigeria.
An Unpublished B.Ed Thesis.
[7] Akinyemi, A. and A. Orukota, 1995. Science and Society. University Press,
Ibadan.
[8] Akuezillo, E.O. 1995. An Experimental Study Teaching Behaviour and Students
Achievement in Science. Journal of Science Teachers Association of Nigeria 26 (1)
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[9] Balogun, T.A. 1985. Interest in science Technology Education in Nigeria. Journal
of Teachers Association of Nigeria 23 (1&2), 92-99.
[10] Bassey, M.P., 2002. Availability of Resources for the Teaching of Science Subject
in Public Secondary Schools. A Case Study of Some Selected Secondary Schools in
Alimosho Local Government.
[11] Daramola, S.O. 1987. Mathematics Cognition and Students Choice of Physics in
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[12] Egbugara. O.U. 1986. Poor Performance in Physics: Implications for National
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[13] Esiobu , G.O., 2005. Genre Issues in Science and Technology Education
Development. In: Science and Technology Education for Development, Uwowi,
U.M.O. (Ed.). NERDC Press, Lagos, pp: 137-156.
[14] Frazer, B.J., P.A.O. Okebukola and O.J. Jegede, 1992. Assessments of the
Learning Environment of Nigerian Science Laboratory Classes. J. Sciences. Teacher
Assoc. Nig., Vol. 27.
[15] Isola, O.M. (2010) Effects of Standardized and Improvised Instructional
Materials Students Academic Achievements in Seconadry School Mathematics. M.
Ed Thesis, University of Ibadan, Ibadan.
[16] Moronfola, B. 2002. Effects of Instruction Resources on the Academic
Achievements of Secondary School Students in Ilorin Local Government of Kwara
State. Unpublished M.Ed Research Thesis.
[17] Ogunleye, B.O., 2002. Towards the Optimal Utilization and Management of
Resources for the Effective Teaching and Learning of Physics in Schools. Proceedings
of the 41 st Annual Conference of the Science Teachers Association of Nigeria,
(STAN00), University of Lagos, Nigeria, pp.: 215-220.
[18] Omosewo, E.O. 1999. Relative Effects of Planned Post-laboratory Discussion on
Students Achievement in Physics. Journal of Educational Foundations 4 (2), 116121.

[19] Omosewo, E.O. 1993. A Survey of the Mathematics Enrolment Pattern in Senior
Secondary Schools of Kwara State. Ife Journal of Education Studies, 6 (1) 141-150.
[20] Popoola, T.A. (1980). An Investigation into the Relationship Between
Instructional Resources and Students Academic Performance in Secondary Schools
in Abeokuta Local Government Area of Ogun State of Nigeria. An Unpublished M.Ed
Thesis.

CHAPTER TWO: LITERATURE REVIEW

2.1 Preamble
The review of relevant literature to the present study was carried out in turn
as indicated below. This is to further lay a solid foundation for the study.

2.2 Theoretical framework of the study

Meaning of Instructional Materials

Instructional materials have been defined by various authors. For example, Obanya (1989)
viewed them as didactic materials thing which are supposed to make learning and teaching
possible. According to Abdullahi (1982), instructional materials are materials or tools locally
made or imported that could made tremendous enhancement of lesson impact if intelligently
used. Ikerionwu (Isola, 2010) referred to them as objects or devices, which help the teacher to
make a lesson much clearer to the learner. Instructional materials are also described as concrete
or physical objects which provide sound, visual or both to the sense organs during teaching
(Agina-obu, 2005). Instructional materials are in various classes, such as audio or aural, visual or
audiovisual. Thus , audio instructional materials refer to those devices that make use of the sense
of hearing only, like radio, audio tape recording, and television. Visual instructional materials on
the other hand, are those devices that appeal to the sense of sight only such as the chalkboard,
chart, slide, and filmstrip. An audio-visual instructional material however, is a combination of
devices which appeal to the sense of both hearing and seeing such as television, motion picture
and the computer. Among the instructional materials the classroom teacher uses, the visuals outnumbered the combination of the audio and audio-visual. Instructional material is the

school resource inputs (SRIs) that is used within the classroom to facilitate
the teaching learning process. However, the instructional material provided
to the classrooms in Nigeria is substandard in quality and lesser in quantity
as compared to the advanced countries. The availability of textbooks,
appropriate chalkboard, math kit, science kit, teaching guide, science guide,
audio-visual aids

overhead projector, maps, models and charts) are the

important instructional material. However, many facilities are missing in

approximately all the secondary Schools. First instructional material is the
textbook. Various definitions of textbook emphasize the role of textbook as a
tool for learning. Textbook is the nucleus of all the learning activities related
to a particular curriculum. Certainly, teacher is not a sufficient source of
knowledge for a number of reasons such as the large class size and the time
factor etc. Besides, student has to improve the knowledge received from
teacher by reading the textbook. Textbook plays a vital role in imparting
knowledge to the students in the third world countries. Furthermore, there is
no choice other than textbook in many developing countries. Therefore, it is
one and the only source of knowledge. In

Nigeria, there are numerous

number of textbook available for a particular subject in a particular class.

Students are asked to depend on these variety source of information. The
second instructional

material is chalkboard/ blackboard. Chalkboards/

blackboards are the teaching aids that teachers frequently use, particularly
during the lectures and discussions. These are of different kinds such as
chalkboard, blackboard, marker board, felt board and magnetic board.

However, only blackboard or chalkboard is provided in public schools.

Teachers use it in classrooms to write the important words, to draw
diagrams, figures and maps. The third instructional material is math kit. Math
kit is a study kit for the subject of Mathematics. Usually, study kit is a box
containing a variety of visual aids, artistically assembled and displayed
pertaining to a single topic. It includes different types of visual aids that are
useful for the subject of Mathematics. The fourth instructional material is
science kit. Science kit is a study kit for science subjects i.e. Physics,
Chemistry and Biology. It includes the necessary aids that are useful for the
teaching of these subjects. These aids may be models, charts, maps,
apparatus and some other types. The fifth instructional material is teaching
guide. Teaching guide is a booklet provided to teachers. It provides guidance
to teachers about the matters regarding teaching, from lesson planning to
the teaching learning process completely. Furthermore, it guides them to
adopt a suitable teaching methodology and a suitable instructional material
for a topic. The sixth instructional material is science guide. Science guide is
a booklet for the guidance of science teachers only. It guides them in the
teaching of theory and experiments of science subjects. It guides them how
to use apparatus and chemicals in the practical laboratories (PL). The
seventh instructional material is audio-visual aids. Audio-visual aids are the
teaching aids that are used in the teaching learning process. These aids play
a very significant role in the teaching learning process. These aids make the
teaching learning process not only realistic but also very pleasant. The use of

audio-visual aids can revolutionize teaching and can help decrease forgetting
and increase the permanence of what is taught (Quddus, 1990). Ahmad
(1993) described that the important audio-visual aids are pictures, charts,
models, maps, diagrams, filmstrips, television, tape recorders, radio and
motion pictures. All these audio-visual aids are used in the classrooms of the
advanced countries and many developing countries. Computer is regarded
as a necessary tool for learning. It is used as an instructional material in the
western countries. Contrary to it, computer is not used as an instructional
material at some public school level in Nigeria. Maps, models, charts and
overhead projector are the four types of audio-visual aids provided to the
secondary schools. Map is a non-projected and two-dimensional aid. It is an
accurate representation in a diagrammatic form of the geographical features
of the earth or some part of it. There are varieties of maps like geographical
maps, picture maps, political maps and navigation maps, etc. However, an
outline map should be used if a particular view is required. Likewise, the
individual atlases are used for the detailed study of a problem. Furthermore,
teacher use blackboard for clarification of points derived from map. Model is
a non-projected but three-dimensional visual aid. It has not only length and
width but also has depth. Teacher show models to students instead of the
real object. Model is used when there is impossible to show the real object to
the class owing to its size or their inaccessibility. Models also provide the
interior views of objects that are normally covered or otherwise invisible. It
conveys the exact shape of the object whether its size would be smaller or

larger. Furthermore, it may have almost the same appearance and color
except its size. The model in one piece with its parts not moving is called the
static model. However, if the parts of a model are detachable, the model is
called sectional. A sectional model is helpful in explaining the function of
each part and its relation to the whole object, for example human eye, steam
engine. However, teacher explains and demonstrates its working in the
classroom. A chart is a pictorial way of representing relationships between
the several variables or objects and ideas or things. Das (1993) described
that charts are generally used during lecture and discussion about the
relationships of the things. The author, then, counted some characteristics of
chart. According to him, words are written neatly and perfectly in block
letters in Charts. Likewise, each item may be written inside a box, lines are
drawn, and if necessary, arrows are placed to indicate relationships and
directions of flow. Colors may be used to make the chart attractive. The
author also described that different items of food and their proper proportion
to constitute a balanced diet can be shown in a chart. Similarly, a chart may
also be prepared to compare and contrast two things. In the same way, a
flow chart may be prepared to show how a particular thing or products flows
or moves through different steps or departments in an organization.
Furthermore, the device that projects the small transparencies in to larger
views on the board is called overhead projector. Through overhead projector,
students are able to read, look and understand the text, graph, picture or
anything other written or drawn on the transparencies. Overhead projectors

are becoming common and popular, and are widely used in normal teaching,
especially in the seminars and workshops. An overhead projector is provided
only to the urban public secondary schools. However, it is rarely used as an
instructional material in the classrooms of public schools in Nigeria.

2.3 Empirical Review of Previous work in the area of studies

Instructional Materials and Academic Achievement
There have been several studies on instructional materials and academic achievement. For
instance, Momoh (Isola, 2010), conducted a research on the effects of instructional resources on
students performance in West Africa School Certificate Examinations (WASCE) in Kwara State.

He correlated material resources with academic achievements of students in ten subjects. Data
were collected from the subject teachers in relation to the resources employed in the teaching.
The achievements of students in WASCE for the past five years were related to the resources
available for teaching each of the subjects. He concluded that material resources have a
significant effect on students achievement in each of the subjects. In the same manner,
Moronfola (1982) carried out a research in Ilorin Local Government Area of Kwara State. She
used questionnaires to collect data on the material resources available for the teaching of some
selected subjects in ten secondary schools and related these to students achievements in each of
the selected subjects and to the amount of resources available for the teaching of the subjects.
Finding showed a significant effect of material resources on the students academic performance
in these subjects. In the same vein, Popoola (1990) investigated the effect of instructional
resources on the academic achievements of students in Ogun State. Five secondary schools in
Abeokuta were used for this study. Questionnaires were designed to elicit responses on
instructional materials that were available for the teaching and learning of each of the three
school subjects he examined. He collected WASC examination results for five years and
compared achievements of students in schools with adequate material resources and
achievements of students in schools with inadequate material resources. He found a significant
difference in the achievements of the two sets of students. The schools with adequate
instructional materials performed better than those with inadequate instructional materials.

Factors Affecting Improvisation of Instructional Materials

Balogun (2002) identified two main constraints militating against the successful improvisation of
Science equipment. These are the technical and the human factors respectively . While the
technical factors relate to the question of degree of accuracy and precision that is possible with
the improvised equipment, the human factor relates to the teachers skill in developing the
resources while providing the appropriate learning experience to the learners. Also, Maduabunmi
(2003) reported lack of adequate professional training as a major problem militating against the
effective use of local sources for Science teaching. Oyediran (Isola, 2010) then stressed the need
for a definite well planned training programme of improvisation for teachers. He suggested
regular meaningful workshop on improvisation technique for Science teachers to improve and
up-to-date their competence.

3.1 Preamble

3.2 Research Design

The research design adopted for the study was quasi-experimental. The pre-test
and post-test non- randomized control group design was carried out in a jss 3
class of banavic international school a private secondary school located in
Mushin, lagos state, Nigeria.

3.3 Population of the study.

The population was made up of all the JSS III mathematics students of banavic international

school, a private secondary school located in Mushin, lagos state, Nigeria.

3.4 Sampling, Procedure and Sample size.