Effect of framing and team assisted individualized instructional strategies on attitude towards trigonometry among senior secondary students, Niger state

Abstract

The study examined the effect of framing and team assisted individualized instructional strategies on student’s attitude towards trigonometry among senior secondary school students in Niger State. Two (2) research questions correspond with two (2) null hypothesis were formulated to guide the study. The study adopted quasi-experimental research design using pre-test, post-test non-randomized control group design. A sample size of three hundred and sixty-two (362) students were used for the study. Three intact classes were used and randomly assigned to experimental and control groups. The instruments for data collection was Attitude towards mathematics inventory. A reliability coefficient of 0.73 was obtained using data collected from pilot test, the research instrument was validated by experts. Data collected from pretest and posttest was analyzed using ANCOVA. The findings revealed that experimental groups performed better than the control group. that is F (2,362 = 40.748; P<0.05). And there was no significant difference between the male and female students when taught trigonometry with framing and team assisted individualized instruction, that is F (2, 359 = 0.458, P>0.05). It was recommended among others that the government should organized workshop and seminars to equip the teachers in the use of framing and team assisted individualized instruction.