EFFECT OF LESSON STUDY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS
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Awofala, A. O. A.
Lawal, Ruth F.
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.
Lesson study, cognitive style, gender, achievement, mathematics