Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems

International Journal of Research and Scientific Innovation (IJRSI) | Volume IX, Issue III, March 2022 | ISSN 2321–2705

Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems

Frank Owusu¹, Augustina Adu², Dennis Offei Kwakye^{3*
1 & 2} Department of Mathematics and ICT, St. Loui College of Education, Kumasi, Ashanti Region, Ghana
^3* Department of Mathematics and ICT Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Upper West Region, Ghana
*Corresponding author

Abstract – The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils in mathematics non-routine problems. An independent sample t-test was employed to compare the values between the experimental and control groups to evaluate the data at an alpha level of 0.05. In addition, the effects 5Es inquiry-based approach on students’ mathematics non-routine problems was assessed based on gender. The results indicated that pupils taught using 5Es with teaching aids outperformed their counterparts taught using lecture method with teaching aids. Also, the results indicated that female learners perform better than male learners in mathematics non-routine problems. It is therefore recommended that when teaching pupils mathematics non-routine problems, 5Es supported with teaching aids should be adopted. A Teacher Made Test (TMT) was used to assess pupils’ knowledge on non-routine problems in mathematics.

Keywords – 5Es inquiry-based model, Quasi-Experimental pretest-posttest control group design, non-routine problems, teaching aids, academic performance

I. INTRODUCTION

Mathematical education and mathematics are inextricably linked to the state of the world because mathematics is the dorsal spine of modern civilization. One society is of the view that mathematics as the foundation of scientific and technological knowledge, which is crucial to the nation’s social and economic development. As a result, mathematics is mandatory in Ghana at both the primary and secondary levels. Mathematics is also required for admission to prestigious programs like medicine, architecture, and engineering at the tertiary level.

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