EFFECT OF LESSON STUDY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS
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Date
2019
Authors
Awofala, A. O. A.
Lawal, Ruth F.
Journal Title
Journal ISSN
Volume Title
Publisher
FUTMINNA
Abstract
There is no gainsaying that students’ performance in mathematics in both internal and
national examinations in Nigeria is at a low ebb. This low level of performance demands that
a review of the strategies for the teaching and learning of the subject be done. In an
attempt to remediate this situation, the study investigated the effect of lesson study on
senior secondary school students’ achievement in mathematics. The quasi-experimental pretest, post-test non-equivalent control group research design was adopted for the study
which involved a total of310 students (141males and 169females). The instrument for data
collection was the adopted Group Embedded Figures Test and a validated Mathematics
Achievement Test. Analysis of data gathered revealed that there was a significant main
effect of treatment on students’ achievement in mathematics in favour of the lesson study
strategy. The field dependent students benefitted more than the field independent students
while male students also achieved better than their female counterparts. However, cognitive
style and gender did not have significant main effects on students’ achievement in
mathematics. The interaction effects of treatment and cognitive style, treatment and
gender, gender and cognitive style as well as treatment, gender and cognitive style were all
observed to be statistically non-significant. Recommendations included that teachers should
embrace lesson study in developing mathematics lesson plans to enhance students’ learning
of the subject and they should attempt to identify the cognitive style of their students so
that they will know how best to teach them.
Description
Keywords
Lesson study, cognitive style, gender, achievement, mathematics