Effect of Framing and Team Assisted Individualized Instructional Strategies on Students’ Achievement in mathematics
| dc.contributor.author | Awofala, A. O. A. | |
| dc.contributor.author | Nneji, Love M. | |
| dc.date.accessioned | 2022-01-12T05:22:19Z | |
| dc.date.available | 2022-01-12T05:22:19Z | |
| dc.date.issued | 2012 | |
| dc.description.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 | en_US |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/10142 | |
| dc.language.iso | en | en_US |
| dc.publisher | STAN | en_US |
| dc.subject | Framing; team assisted individualized instruction; mathematics achievement; national economic crisis | en_US |
| dc.title | Effect of Framing and Team Assisted Individualized Instructional Strategies on Students’ Achievement in mathematics | en_US |
| dc.type | Article | en_US |