Effect of Teachers’ Instructional Strategy Pattern on Senior Secondary School Students’ Performance in Mathematics Word Problems in Ondo, Nigeria

摘要

The study examined the effect of Instructional strategy pattern on the performance of Nigerian Senior Secondary School Students in Mathematics word problems. A total number of 125 Senior Secondary II Students were purposively sampled from two schools in Ondo town of Ondo State, Nigeria. The research type was quasi-experimental involving a 2 x 3 Factorial design. The dependent variable is students’ performance on the test items administered while the independent variables weres instructional strategy pattern and the scoring levels (high, medium and low scorers). Two hypotheses were formulated and tested using Analysis of Covariance (ANCOVA) at alpha level of 0.05 to determine significant level. Findings from the study showed that the experimental group exposed to Instructional strategy pattern performed significantly better in Mathematics word problems-solving involving simultaneous equations than their counterparts in the control group. Based on the findings, it is recommended among others that teachers of mathematics should adopt the use of Instructional strategy patterns in teaching Mathematics in Secondary Schools.