Effect of Framing and Team Assisted Individualized Instructional Strategies on Students’ Achievement in mathematics
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Date
2012
Authors
Awofala, A. O. A.
Nneji, Love M.
Journal Title
Journal ISSN
Volume Title
Publisher
STAN
Abstract
The study assessed the relative effectiveness of framing and team assisted individualized
(TAI) instructional strategies on students’ achievement in mathematics. Three null
hypothesese guided the study. Mathematics Achievement Test (MAT) was used to collect
data for both the pre and post test. The results indicate significant main effect of treatment
on achievement in mathematics and no significant effects of the treatments due to style of
categorization and gender on students’ achievement in mathematics. Also no significant
interaction effects were found. The findings revealed that TAI and framing strategies are
more effective in promoting students’ achievement in mathematics. Thus, these teaching
strategies could serve as viable alternatives to the conventional method of teaching
mathematics
Description
Keywords
Framing; team assisted individualized instruction; mathematics achievement; national economic crisis