Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26198
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Comparative analysis of problem-solving ability among JSS mathematics students using computer-assisted instruction blended with problem-solving approach (CAI-PS) versus traditional teaching approach (TTP) in teaching basic statistics
Author(s): Adolphus, Telima
Aderonmu, Temitope S B
Contact Email: telima.adolphus@stir.ac.uk
Keywords: Problem-solving
computer-assisted instruction
problem-solving approach
traditional teaching approach
Issue Date: Apr-2012
Citation: Adolphus T & Aderonmu TSB (2012) Comparative analysis of problem-solving ability among JSS mathematics students using computer-assisted instruction blended with problem-solving approach (CAI-PS) versus traditional teaching approach (TTP) in teaching basic statistics, American Journal of Scientific and Industrial Research, 3 (2), pp. 81-85.
Abstract: The focus of this research is to demonstrate and discuss the educational implications of using CAI-PS or TTP in enhancing problem solving abilities among JSS 1 Mathematics students. A survey and quasi-experimental design were employed using the likert scale and the t-test respectively. Research question and two null hypothesis were raised at 5% (α = 0.05) level of significance. Data collecting instruments include the mathematics Teachers questionnaire (MTQ), used for the teachers while the Structural Statistics Test (SST) was used for the mathematics students. Result of the study revealed that unavailability of CAI equipments and low level of teachers’ competency in computer usage affects the use of CAI-PS for content delivery .Following the findings of the study, it was recommended amongst others that there should be provision of adequate computers and instructional (teaching) related equipments to facilitate mathematics teaching and learning and compulsory inclusion of computer usage in teaching, for all teacher education programmes.
DOI Link: http://dx.doi.org/10.5251/ajsir.2012.3.2.81.85
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