Effects Of Algebraic Board Game On Secondary School Student’S Interest And Achievement In Algebraic Expressions
Udeh Ikemefuna James
Department of Electrical and Electronic Engineering, Faculty of Engineering, Enugu State University of Science and Technology (ESUT), Enugu-Nigeria.
Edeoga Benjamin Odo
Department of Science Education, Faculty of Education, Ebonyi State University. Abaki1iki
Okpube Nnaemeka Michael
Department of Science Education, Faculty of Education, Ebonyi State University. Abaki1iki
Keywords: Algebraic Board Game, Algebraic Expressions, Interest and Achievement
Abstract
This study, investigated the Effect of Algebraic Board Game on Students Interest and Achievement in Algebraic Expressions in Junior Secondary Schools in Enugu State. Six research questions and six null hypotheses guided the study. The population of the study comprised all JSS11 students in all public secondary school within the study area. The sample of the study comprised 455 students who participated in the study. Mathematics Interest Inventory and Mathematics Achievement Test of the multiple choice type which contained 28 items and 40 items respectively with a reliability coefficients of 0.74 and 0.71 respectively were used for data collection. Data collected were analyzed using mean and standard deviation to answer the research questions and ANCOVA statistics to test the hypotheses at 0.05 level of significance. The analysis of the data revealed that algebraic board game enhanced the students’ academic interest and achievement in algebra better than the conventional (talk and chalk) method. Algebraic board game also enhanced the interest and achievement of male students more than their female counterparts. There was a statistically significant difference between the mean interest and achievement scores of students taught algebra with algebraic board game and those taught using the conventional (talk and chalk) method. There was also a significant difference between the mean interest and achievement scores of male and female students taught algebra using the algebraic board game and the interaction between methods and gender of the students was not significant. Based on the findings of the study, it was recommended, among others that in-service training and workshops/seminars should be organized for teachers to train them on the use of algebraic board game in classroom instruction because of its proven efficacy in enhancing students’ academic interest and achievement in algebra. Such workshops and seminars should be made compulsory for every teaching staff so as to demystify the efficacy of algebraic board game on students’ academic interest and achievement.