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ERIC Number: ED539351
Record Type: Non-Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 99
ISBN: N/A
ISSN: ISSN-1548-6613
Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics
Adani, Anthony; Eskay, Michael; Onu, Victoria
Online Submission, US-China Education Review A 12 p1006-1021 2012
This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental group using self-instruction strategy and a control group, learning through the "normal" conventional way of "teacher-directed" instruction. Two secondary schools in Nsukka education zone were used for the study. The population of the study comprised 855 students with learning difficulty in mathematics in SSI (senior secondary school I) in secondary schools in Nsukka education zone. The sample for the study was 40 students with learning difficulty in mathematics in community secondary school Isienu and community secondary school Umabor. Using the teacher's class achievement record, 40 students with learning difficulty in mathematics were identified, 20 from each school. The result of the study showed that self-instruction was effective in improving the achievement in algebra of students with learning difficulty in mathematics. (Contains 3 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria