International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IV, April 2019 | ISSN 2454–6186

Effect of Improvised Instructional Materials on Students’ Achievement and Interest in Longitude and Latitude

Benjamin Akoji OGUCHE and Prof. K. O. USMAN

Department of Science Education, University of Nigeria, Nsukka, Nigeria

Abstract:-The purpose of the study was to investigate the effect of improvised instructional materials on students’ achievement and interest in Longitude and Latitude. The influence of gender on the achievement and interest of the students taught with improvised instructional material (Frame of a Sphere) was also considered. Four research questions and six null hypotheses guided the study. A non-equivalent control group of quasi-experimental design was used for the study. The simple random sampling technique was used to select two schools from Olamaboro Local Government Area of Kogi State, Nigeria. Each of the schools was assigned to control and experimental groups. Two intact classes from each of the schools were used for the study. Two instruments – Longitude and Latitude Achievement Test (LLAT) and Longitude and Latitude Interest Scale (LLIS) were used. Mean and standard deviation were used to answer research questions and ANCOVA was used to test the hypotheses. The study revealed that the use of improvised instructional materials increases the students’ achievement and interest. Based on the findings, it was recommended that Mathematics teachers should endeavour to use improvised instructional materials since it enhances the achievement and interest of students.

Keywords: Mathematics, Mathematics Education, Interest, Achievement, Longitude, Latitude, Instructional Materials

I. INTRODUCTION

Mathematics is the life wire of technological advancement. It is an indispensable tool for the development of science and technology. Ekweme and Meremikwu (2013) stated that no nation can hope to achieve any measure of scientific and technological advancement without proper foundation in school mathematics. Salman (2005) as cited in Abakpa and Iji (2011) described mathematics as a precursor of scientific discoveries and innovations.