Impact of Manipulation of Symbols by Upper Basic Education Students in Performance and Retention of Algebraic Processes

Abstract

The study focused on the use of instructional materials for effective teaching and learning of mathematics at upper Basic Education Level. The use of shapes was employed to introduce the teaching of algebra to upper Basic Education Junior Secondary School One (JSSI) students. Quasi-experimental (Pre-test Post-test Non-equivalent control group design) was used for the study. The instrument use for the study was Algebraic Performance and Retention Test (APRT). The Performance Test was used as Pre-test, Pre-test and Retention-test. Researchers self-constructed two-dimensional shapes were used as manipulative skills for the teaching and learning of algebra. Two intact classrooms of JSSI were randomly selected out of the private schools in Gusau metropolis. Mode of instruction was randomly assigned to the classes using simple random technique of balloting. A sample size of 180 students were involved in the study comprising of 90 for experimental and 90 for control groups. The teaching and scoring were made by the researchers while the items, lesson plan and marking guide were all validated by the experts in mathematics education from the Federal University, Gusau. The findings of the study show that students taught algebra using manipulating skill performed better than those taught using conventional method. Also, students in the manipulative group retained the algebra contents more than those in the conventional group. More so, there was no significant difference in the mean achievement scores of male and female student’s algebra for both teaching methods. Similarly, there was no significant difference in the mean retention scores of male and female students in algebra for both teaching methods.