TABLE OF CONTENT
Title Page
Abstract
Table Of Content
Operational Definition of Terms
List of Abbreviation
CHAPTER ONE: THE PROBLEM
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope/Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITRATURE THEORITICAL FRAME WORK
2.1 Introduction
2.2 Theoretical Framework
2.2.1 Constructivism and learning
2.2.2 Conceptual framework
2.3 Concept of Aversion in Mathematics Teaching
2.4 Sources of Mathematics Aversion in Secondary School
2.4.1Aversion caused by parents
2.4.2Aversion Caused by Peer Group
2.4.3Aversion Caused by Teachers
2.5 Effect of Aversion on Learning Mathematics in Secondary Schools
2.6 Methods of Teaching Mathematics in Secondary Schools
2.6.1Guided discovery method
2.7 learning mathematics by expository method
2.8 Mathematics aversion, instruction and achievement
2.9 Implication of literature reviewed for the study
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research design
3.2 Population of the Study
3.3 Sample and Sampling Procedure
3.4 Instrumentation
3.4.1Mathematics achievement tests 1and II
3.4.1.1Validity of the mathematics achievement test (MAT)
3.4.1.2Reliability of the mathematics achievement test
3.4.2Mathematics aversion rating scales
3.4.2.1Validity of the mathematics aversion rating scales
3.4.2.2Reliability of the mathematics aversion rating scales
3.4.3 Pilot testing of the instruments
3.4.4 Treatment
3.5 Teacher Inter-Related Scales
3.5.1Research assistants workshop
3.6 Procedure for Administration of the Instrument
3.7 Procedure for Data Analysis
CHAPTER FOUR: RESULTS, ANALYSIS AND DISCUSSIONS
4.1 Introduction
4.2 Data Analysis and Interpretation of Findings
4.3 Hypotheses Testing
4.3.1 Null hypothesis 1
4.3.2 Null hypothesis 2
4.3.3 Null hypothesis 3
4.4 Summary of the Major Finding
4.5 Discussions
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction:
5.2 Summary
5.3 Conclusion
5.4 Recommendations
References
Appendices
ABSTRACT
This study find out the effect of guided discovery method in teaching students with low or high mathematics aversion. The study examined the academic performance of high and low averted students in mathematics and the relationship between guided discovery and expository. Chapter one focuses on the background of the study, it also examine the research problem, research objective, research hypotheses, the significant of the study and the scope/delimitation of the study. Chapter two dealt with the review of related literature by renowned scholars on problems militating against the effective teaching of mathematics and how to tackle such problems like aversion to achieve more functional teaching and learning of mathematics, which was reviewed under the following headings: Theoretical Framework,Conceptual Framework, Concept of Aversion in Mathematics Teaching, Sources of Mathematics Aversion in Secondary Schools, Effects of Aversion on Learning Mathematics in Secondary School, Methods of Teaching Mathematics in Senior Secondary Schools, Mathematics Aversion, Instructional Methods, Achievement and Implication of Literature Reviewed for the Study. Chapter three described and discussed the research design, population, sample and sampling techniques, instrumentation, data collection, data analysis and also the pilot study. Chapter four focused on the result and analysis of data collected for the study. It also gives general description of the data, hypothesis-by-hypothesis testing, analysis and interpretation of findings. Statistical techniques, such as the means score, standard deviations and the t-test were used. All hypotheses were tested at 0.05 level of significance. Chapter five reviewed the summary of the procedure and findings of the study. Recommendations are made on how to carry out further studies on the effect of guided discovery methods on mathematics achievement of low and high averted students in senior secondary schools. The data for the study was collected by administering two forms of test (MAT & MARS) to 207 students selected from Government senior secondary school kwali, Government senior secondary school Yangoji, Government Girls Senior Secondary school Dutse Sagwari and Government Day Senior Secondary School Bwari all from Bwari and Kwali area councils respectively in Federal Capital Territory. First, a modified fennana-sherma mathematics aversion rating scale was used to identify students with high and low mathematics aversion levels. Then students within each level of mathematics aversion were randomly assigned to treatments of guided discovery and expository methods. Four groups, with each group forming a cell. The students were taught for eight (8) weeks at the end of it, mathematics achievement test (MAT) was administered. The results of the tests form the main data for the study. The statistics mean, standard deviation and t-test were used in analyzing the data and testing of the hypotheses. The findings shows that:-Students with low mathematics aversion performed better when taught by the guided discovery method, while Expository method has upper hand under high mathematics version.
CHAPTER ONE
THE PROBLEM
1.1 Background to the Study
In this era of technological quest and high attainment in modernization, no nation can afford to allow her teaming population to shy away from mathematically related sciences, Obiefuna (2005). This is because technological development is hinged on strong mathematics foundation. It is therefore no longer conventional fact that mathematics and mathematical sciences are indispensable. The issue at hand is which method can change the attitude of the learners and attract their interest towards mathematics and mathematical sciences.
Mathematical sciences in this context are those school subjects like Mathematics, Chemistry and Physics. At the tertiary institutions of learning, all science courses that usually involve mathematical calculations are included under the topic mathematical sciences. According to Okunade (2000) one may ask the question why mathematics should be taught in schools. Mathematics as a discipline has many advantages for human beings some of which are:-
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