International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Ukwueze Timothy Chinedu1, Ugwuanyi Chika. C.2 & Ogbu Sunday3
1Department of Science Education, University of Nigeria, Nsukka
2Department of Mathematics, Enugu State College of Education (Technical), Enugu
Abstract: The study investigated the efficacy of differentiated dased instruction (DBI) on students’ achievement in quadratic equation in Obollo-Afor Education Zone of Enugu State. To achieve the purpose of the study, two research questions and two null hypotheses guided the study. The design of the study was quasi-experimental; specifically non-equivalent control group design. The population of the study comprised four thousand eight hundred and twenty (4,820) SSS 2 students found in the forty-eight (48) public secondary schools in Obollo-Afor Education zone of Enugu state. The sample of the study consists of 162 students from four (4) intact classes from four schools. The sample of four (4) schools were drawn using proportionate Stratified random sampling techniques in which two (2) schools were assigned to experimental group and the other two (2) schools were assigned to control group. Mathematics Achievement Test (MAT) was the instrument used for the study. The instrument was validated by three experts and the reliability index obtained was 0.89 using Kuder Richardson 20 formula. The data collected were analyzed using SPSS and mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that differentiated based instruction improved students’ achievement in quadratic equation than conventional based instruction of teaching quadratic equation. Also, gender has no significant influence on the achievement of students in quadratic equation. Based on the findings, it was recommended that mathematics teachers should use the differentiated based instruction while teaching the subject. Moreover, ministry of education should organize workshops, seminars, conferences etc and make the attendance to it compulsory to the mathematics teachers on the use of differentiated based instruction in their classroom instruction.
Keywords: Differentiated based instruction, Conventional based instruction, Quadratic equation, Students’ Achievement, Gender, Mathematics teachers.
I.INTRODUCTION
Mathematics is the gateway to science and technology. The study of mathematics is needed in all aspect of human endeavor technology inclusive. As a science of structure, order and relation that is evolved from elemental practices of counting, measuring and describing the shapes of objects are all the pre-requisite for the study of science and technology in our society. . It is a mental activity which consists of carrying out one after the other the mental constructions which are inductive and effective. Mathematics