GROUP INVESTIGATION AND NUMBERED-HEADS-TOGETHER LEARNING STRATEGIES, AND SENIOR SECONDARY STUDENTS’ LEARNING OUTCOMES IN MATHEMATICS WORD PROBLEMS IN OYO NORTH SENATORIAL DISTRICT, NIGERIA

Abstract

Mathematics, a core subject in school, is indispensable in science and technology. However, reports have shown that many Senior Secondary (SS) students have poor learning outcomes in mathematics, particularly Mathematics Word Problems (MWPs). Previous studies focused more on home and students-related factors affecting learning outcomes in MWPs than on intervention using strategies. This study was, therefore designed to determine the effects of Group Investigation Strategy (GIS) and Numbered-Heads-Together Strategy (NHS) on SS students learning outcomes (achievement and attitude) in MWPs in Oyo North Senatorial District, Nigeria. The moderating effects of gender and Verbal Ability (VA) were also investigated. The study was anchored to Social Development Learning and Social Interdependence theories, while the pretest-posttest quasi-experimental design using a 3x2x2 factorial matrix was adopted. Three Local Government Areas (LGAs) were randomly selected from the district, while three public SS schools were randomly selected from each LGA. An intact class of Senior School II students from each school was randomly assigned to GIS (225), NHS (190) and the control (172) groups. The instruments used were Attitude to Mathematics Word Problems Scale (α = 0.85), Mathematics Word Problems (r = 0.88), Verbal Ability (r = 0.81) Tests and instructional guides. The treatment lasted 12 weeks. Data were analysed using descriptive statistics, Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 15.48 ± 1.30 years and 54.7% were female. Students’ VA (58.9%) was high. There were significant main effects of treatment on students achievement (F(2; 585) = 35.56; partial η2 = 0.11) and attitude (F(2; 585) = 30.87; partial η2 = 0.10). The students in GIS group had the highest adjusted post-achievement mean score (11.61) as against those in NHS (11.26) and the control (9.75) groups. The participants in GIS had the highest adjusted post-mean attitude score (111.81) as against those in NHS (111.44) and the control (103.25) groups. There was a significant main effect of VA on students’ achievement (F(1; 586) = 33.89; partial η2 = 0.06). The Participants with high VA had higher post mean score (11.51) than those with low VA (10.24). The VA was not significant on students’ attitude to MWPs. There were no significant main effects of gender on students’ achievement in and attitude to MWPs. There were no significant two-way and three-way interaction effects on students’ achievement in and attitude to MWPs. Group investigation and numbered–heads-together instructional strategies improved students’ achievement in and attitude to mathematics word problems among senior secondary schools in Oyo North Senatorial District, Nigeria. Mathematics teachers should adopt these strategies in teaching mathematics word problems.