FISHING TOOLS INSTRUCTIONAL APPROACH AND STUDENTS’ ACHIEVEMENT RETENTION AND INTEREST IN SENIOR SECONDARY SCHOOL GEOMETRY

Abstract

This study was designed to determine the efficacy of fishing tools instructional approach and students’ achievement, retention and interest in Senior Secondary One (SS I) geometry. Six research questions and  nine  hypotheses were  formulated to  guide  the  study.  The  study employed a quasi-experimental-non-equivalent control group design and was restricted to Andoni Local Government Area of Rivers State, Nigeria. Four public and co-educational secondary schools were drawn for the study using purposive sampling technique. Out of the four selected schools, two were randomly assigned to Fishing Tools Instructional Approach (FTIA) – the experimental group, while the other two to the control group (CG). A sample of

200 SS I  students was  involved (104  male and  96 female  students) for the study.  The

instruments for data collection were geometry achievement test (GAT) and geometry interest scale (GIS). Data collected were analyzed using mean, standard deviation and analysis of covariance  (ANCOVA). The result  of the study revealed  that  the use of Fishing Tools Instructional Approach in teaching geometry of two-and three-dimensional objects to senior secondary  one  (SS  I)  students  enhanced  their  achievements,  retention  and  interest  in geometry. The study also revealed that the use of fishing tools instructional approach had no statistically significant difference on male and female students’ achievement, retention and interest.  Furthermore, there was significant  interaction between gender and  fishing tools instructional approach and  students’  achievements,  retention  and  interest.  Based  on  the findings, the researcher recommended that the Fishing Tools Instructional Approach should be adopted in the teaching of geometry (mathematics) in primary and secondary school levels of education system. It was also recommended that seminars, workshops, and conferences should be mounted by professional bodies, federal and state ministries of education on the use of Fishing Tools Instructional Approach for mathematics teachers, students and others. This will enable the mathematics educators, serving teachers, students and all to benefit from such an approach.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The two broad goals of senior secondary education according to the Federal Republic of Nigeria (FRN, 2013) are to prepare the individual for useful living within the society and higher education. The secondary education, in specific terms, shall among others, provide trained manpower in the applied science, technology and commerce at sub-professional grades and inspire students with a desire for self-improvement and achievement of excellence. The above goals can never be achieved without proper knowledge of the subject Mathematics.   It is in line with the above goals/objectives that today’s Mathematics Curriculum tries to prepare students for their future roles in the society. It aims at equipping them with essential mathematical knowledge, skills, abilities and attitudes of reasoning, problem solving, communication, innovation, and most importantly, sustaining the motivation to learn continually on their own.

Against this background, the major objectives of school Mathematics are to afford the learner the opportunity of: developing originality, creativity and curiosity; acquiring manipulative skills; discovering and appreciating the beauty and elegance of Mathematics; demonstrating the applicability of Mathematics in various fields. These objectives, as cited in Obioma (1991), are supposed to satisfy three major aspirations, namely: personal aspirations to help learners solve everyday problems of adult life, vocational aspirations to give foundation upon which a range of specialized skills can be built and humanistic aspirations to show Mathematics as part of the learner’s cultural heritage.

According to Sidhu (2006), Mathematics has played very important roles in building up modern civilizations by perfecting all sciences. Every teacher of Mathematics needs to be informed and convinced about the educational values of this subject. The knowledge of its values and aims

will stimulate and guide the teacher to adopt effective methods, devices, and illustrative materials.

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“Shut out mathematics from daily life and all civilization comes to a standstill’’ (Sidhu, 2006). So, Mathematics can be described as the mirror of civilization. In this world of today, nobody can live without Mathematics for a single day (Sidhu, 2006:12). Mathematics is intimately involved in every moment of everyone’s life. Right from human existence on this earth, it has been a faithful companion. Every Mathematics teacher recognizes, for example, that Mathematics is omnipresent in today’s world-notably in the technological items all around us and in exchange and communication processes-but it is generally not in evidence (UNESCO, 2012:10).

According to Maduabum and Odili (2006), Mathematics as a science of quantity and space occupies a key position in Nigeria’s educational system and reflects accurately the vital roles the subject plays in contemporary society. For a nation like Nigeria aspiring for scientific and technological breakthrough, the need to pay due attention to students’ academic achievement in Mathematics especially in geometry, cannot be over emphasized.

Mathematics is a human invention, borne out of human resolve to solve human problems (Kolawole and Oluwatayo, 2005). For instance, in Nigeria, Mathematics is made one of the core subjects in both primary and secondary school curricula (FRN, 2004). That is, it is compulsory for all students at school certificate level. This is because apart from the fact that success in the subject enhances the quality of certificate, the trend has shown that in order to secure admission into most lucrative prestigious courses at higher levels of education, a credit pass in Mathematics is an advantage (Usman, 2002).

In spite of the aims and importance accorded Mathematics in the educational system, the Nigerian   secondary   school   students’   poor   achievements   in   ordinary   level   Mathematics examinations over a decade now cast doubt on the country’s hope of higher attainment in science and technology (Kurumeh, 2006). A study conducted by Maduabum and Odili (2006), on students’ performances in general Mathematics at the Senior School Certificate level in Nigeria over a twelve year period (1991-2002), has confirmed students’ poor achievement in Mathematics. Also

the report of the West African Examinations Council (WAEC) on examinations results (2000-

2004), shows that students’ achievements at credit pass has never reached 50% (Kurumeh, 2006). (Appendix J1 on page 216) and WASSCE results May/June 2005-2013 (Appendix J2 on page

217).

Students’ achievements in Mathematics in internal and external examinations are consistently reported to  be  low  as over  fifty percent  (50%) of candidates that  registered  for Mathematics in West African Senior School Certificate Examinations failed to obtain a credit pass (Olunloye, 2010). Olunloye described this mass failure as a national disaster as this limits learners’ choices of careers.

The WAEC (2007-2011) reports further showed that the worst attempted questions in the public Mathematics examinations were in geometry. Geometry, though, an important part of school Mathematics that has everyday application in the life of the students especially in construction, technology and spatial relationships is least understood by students thereby contributing to the students’ low achievement in the subject (Abakpa and Igwue, 2013). Specifically, research reports (Olunloye, 2010; Abakpa and Igwue, 2013) revealed that most students haphazardly attempted geometry questions or avoided them completely especially those of the essay test  items  and problem solving types.

These  situations  call  for  some  investigations  in  order  to  address  the  problems  of mathematics education in Nigeria. Ale (2002) cited in Aburime (2003), has observed that the standard of mathematics teaching in Nigeria is low and identified teaching problems as one of the root causes of poor achievement in mathematics. This situation according to Usman (2003), could be as a result of shortage of human resources in science and mathematics education. This has resulted in the co-opting of unprofessional mathematics teachers to teach mathematics, making it difficult to have effective implementation of mathematics curriculum.

Also  contributing,  Amoo  (2002),  had  advanced  some  reasons  for  students’  poor achievement  and  lack of motivation in mathematics to  include:  non-chalant attitudes towards mathematics, poor study habits, and over–engagement in non-academic activities. Teacher-related problems according to Amoo (2002) include: inadequate preparation, failure to use instructional materials, lack of consideration given to textbooks and calculating devices, inadequate knowledge of subject  matter and inadequate equipment  meant  to  teach practical aspects of mathematics. Similarly, Harbor-Peters (2002) and Akinsola (2004), stressed that lack of commitment by the teachers and teaching methodology are the major problems associated with under achievement in mathematics. Also, Obodo (2004), stated that poor sequencing method and negative attitude in certain concepts are some other reasons. According to Akinsola (2004), part of the problems of under achievement in mathematics is that most teachers still believe that the most effective means of communicating  knowledge  is  via  the  conventional (lecture)  ‘talk  and  chalk’ strategy.  For Agwagah (2008) and Adebayo (2001), the most striking part of under achievement is the lack of appropriate approach in teaching some topics. The conventional (lecture) ‘talk and chalk’ strategy as used in this context, is the traditional way of imparting knowledge whereby the students are passive during teaching/learning process. It is a teacher-centered method of teaching/learning. (Agwagah, 2008).

In June, 1999, the National Mathematics Centre sampled some twenty states of the Federation to find out the problems of teaching and learning of mathematics. Among the problems highlighted from the states were:

Poor attitudes of both teachers and students to mathematics; poor teaching methods; teachers not being able to teach some aspects of the mathematics content; and  mathematics phobia especially among female students (Azuka, 2001).

On the other hand, students’ poor achievements in mathematics is traceable to limited funds, unstable government policies and inadequate research on the teaching and learning of the

subject with regards to Nigerian situation (Betiku & Ochepa, 2004). Irregular seminars/workshops for mathematics teachers also constitute part of the problems in the teaching and learning of mathematics.

Also, in an attempt to enhance pedagogy and help the society produce more people who can think creatively in quantitative and qualitative terms, the search for more appropriate approaches to the teaching and learning of mathematics in general, and geometry of two-and three-dimensional shapes in particular, becomes necessary. This is because from the researcher’s experiences as a teacher,  students  find  it  difficult  to  understand  the  conventional  approaches  (lecture  and expository) involved in solving geometry of two-and three-dimensional problems.

Geometry, as the science of space and extent, (Sidhu, 2006), deals with the position, shape and size of bodies. It is merely pictured Algebra (Sidhu, 2006). Geometry is defined as the study of space  and  its  subsets  (Lassa,  2012).Geometry derived  its  name  from the  Greek  words;  geo (meaning land or earth) and metric (meaning measure).It is one of the oldest branches of mathematics (Harbor-Peters, 2002). It is a special branch of mathematics and it follows that if teachers of mathematics do not possess adequate knowledge of geometry, the teaching and learning of mathematics is likely to be seriously deficient. Researching on geometry of two and three dimensional shapes as concepts in mathematics (Kurumeh (2004) and Fiase (2009), supported the assertion that mathematics is indispensible to man as it is being used on a daily basis. According to these researchers, geometry of two- and three- dimensional shapes as concepts in mathematics are used in many areas of mathematics, science, engineering, and other areas of study. On the other hand, some teachers also experience difficulties  in achieving effective teaching in the school system (Harbor-Peters, 2002). One of such areas teachers and students have problems is geometry.

The poor performance was attributed to  weak working order (steps), poor geometrical constructions and drawings among other reasons (Abakpa & Igwue (2013). This could be as a result of most mathematics teachers not being able to present the topics in such a way that students

can  comprehend  (Obodo  &  Onoh,2001). Hence  exposing  the  students  to  solve  mathematics problems anyhow and the notion that some areas are very difficult to handle. This makes the students develop dislike for some aspects of mathematics.

In the same vein, the former Director, National Mathematical Centre Abuja, Professor Alex Animalu, attributed the sorry state of mathematics in the nation primary and secondary school levels to acute shortage of teachers of the subject in the country. (The Punch, Tuesday April 11,

2000: 29). The Director also blamed the problem of mathematics in schools on inadequate training. Contributing, Lassa (2012), stated that the teaching and learning of mathematics has been problematic in schools. Failures in GCE, SSCE, and NECO have been high and have become worrisome to all stakeholders, since mathematics is crucial to further education and everyday activity of the individual. In another dimension, students dislike certain topics because they feel the topics are difficult and cannot be understood easily (Eraikhuemen, 2003). It has also been revealed that some teachers lack techniques and materials in teaching some topics to the extent that if they had a choice they will not teach such topics. Also the teachers believe that these topics are difficult and not easy to teach. For these reasons, many students in secondary schools experience difficulties in the learning of some aspects of the mathematics curriculum.

The difficulties encountered by students in the study of geometry include: deficiencies in verbal and visual skills and lack of an intuitive basis of geometric concepts either defined or undefined (Odogwu, 2002). According to Harbor-Peters (2002), the causes of the wide spread of low performance in mathematics especially in Geometry in secondary schools could be largely ascribed to uninteresting teaching and unorganized teaching methods.

It was added that the artistry of teaching involves motivating and sustaining the interest of students in mathematics and challenging the reluctant learners. Also, Harbor-Peters (2002) and Galadima (2002), suggested teaching that promotes students’ involvement and activity. Through motivation,  teachers  can  achieve  generating  and  sustaining  students’  interest  in  mathematics

(Obodo, 2000, 2004). Students can be motivated through teaching that involves the use of teaching resources available in their local environment, such as fishing tools.

Students’  poor  achievement  in  mathematics  could  also  be  attributed  to  their  interest  in mathematics. Interest, according to Agbo (2002), increases students’ success in the learning tasks. According to Adedeji (2007), interest in activities tends to increase the likelihood that an individual can formulate goals relating to that activity and invest more time and efforts to achieve the goals. It has been stated that the teaching approach adopted by the teacher can make the learners to develop negative or positive attitude towards the learning tasks. Therefore, the need to explore appropriate teaching approach that will enhance students’ retention and interest in geometry has continued to be a critical issue to mathematics educators. Thus mathematics teachers focus on pedagogy that will improve students’ achievement, retention and interest in geometry.

According to Wikipedia (2009), fishing tackle (tools) is a general term that refers to the equipment used by fishermen in fishing. Tackle that is attached to the end of a fishing line is called terminal  tackle  (Wikipedia,  2009).  Fishing  tackle  can  be  contrasted  with  fishing  techniques. Fishing  tackle  refers  to  the  physical  equipment  that  is  used  when  fishing,  whereas  fishing techniques refers to ways (methods) the tackle is used when fishing. Some examples of fishing tools are hooks, lines, sinkers (like lead, anchor), floats (like cork, pyramidal (terminal) fishing floats), rods, reels, baits, lures, spears, nets, gaffs, traps, waders, leaders, swivels, split rings, wire, snaps, beads, spoons, blades, spinners, clevishes to attach spinner blades to fishing lures, and tackle boxes (Wikipedia, 2009).

However, fishing is done in ocean, sea, river, creek, lake, and fish pond with different fishing vessels such as trawlers, speed boats, dugout boats, canoes and so on. In addition, fish farming, as the principal form of aquaculture, involves raising fish commercially  in tanks or enclosures, usually for food. Fishing techniques include; hand gathering, spear fishing, netting, angling and trapping. Moreover, fishing with various kinds of nets and other associated fishing

tools like net, lead, floats, conical fishing trap among others mentioned earlier are considered in the research.

Fishing tools are geometrical in shape. While a bundle of thread, twine or rope could be cylindrical, a float (buoy) could either be cylindrical or pyramidal; racket, lead and net are two- dimensional. Similarly, a solid is anything that occupies space and has three dimensions, namely, length, breadth (width) and thickness (depth); examples: block, brick, book, box, cube, cuboid, cone,  cylinder,  pyramid,  sphere  (Sidhu,  2006). But  a two-dimensional object  has  length and breadth (width) like square, rectangle, rhombus, parallelogram, kite, trapezium and so on. Again, while net meshes, racket and lead (sinkers) are two-dimensional; a bundle of thread, twine, rope, and a float (buoy) are solids. Fishing as the activity of trying to catch fish, has cultural impact among  others.  For  fishing  settlements/communities,  fisheries  where  fishes  are  caught   in commercial quantities, provide not only a source of food and work but also a community and cultural identity (Wikipedia, 2009).

For the purpose of this study, Ethnomathematics is defined as the culturally influenced mathematical approach, which makes the learning of mathematics very meaningful (Kurumeh,

2004). Ethnomathematics is practical, learner – oriented, active and applicable to the local environment. Ethnomathematics is the mathematics of the environment or the mathematics of the community. It is the mathematics among the indigenous people. Ethnomathematics is the mathematics used by a defined, peculiar or specified cultural group in the course of dealing with environmental problems and activities (Kurumeh, 2004). Such activities include classifying, ordering, counting, constructing and measuring, different from those of other groups. It is that mathematics used in daily life practices quite different from the mathematics taught in schools. Ethnomathematics approach then is an approach to mathematics, which is closer to dealing with real problems  such as  those  posed  by  modern  society.  This  method  builds on the  initiative, understanding and practiced methods the students (learners) brought with them to schools.

Ethnomathematics is seeking or using the mathematics observed in the cultural activities of the people. For the mathematical instructions to improve the achievement, retention and interest of the learners, there is a need for mathematics teaching that has the learner’s cultural background, such as fishing tools instructional approach.

Ethnomathematics is defined as the mathematics practiced among cultural groups such as national-tribal societies, labour groups, children of a certain age bracket, professional classes and so on (D’ Ambrosio, 2001). Rather than looking at the mathematics of different cultures, this area focuses on the mathematics of different social groups based on activities, occupation, age, gender and so on. This is another area in which examining the connections between gender and mathematics  arises.  Ethnomathematics  and  mathematics  education  address  first,  how  cultural values can affect teaching, learning and curriculum and second, how science and mathematics education can then affect the political and social dynamics of a culture (D’ Ambrosio, 2001, 2007). One of the stances taken by many educators is that it is crucial to acknowledge the cultural context of mathematics students by teaching culturally based mathematics that students can relate with. Can teaching mathematics through cultural relevance and personal experiences help the learners know more about reality, culture, society and themselves?.

Ethnomathematics has  become  common practice  all  over  the  world.  The  meaning  of “ethno” concept has been extended throughout its evolution. It has been viewed as an ethnical group, a national group, a racial group, a professional group, a group with philosophical or ideological basis, a socio-cultural group and a group that is based on gender identity (Powell,

2002:19).  Ethnomathematics  as  dealing  with  learner’s  everyday  mathematical  practices  has equality of all learners as its main objective. (D’Ambrosio, 2007a). The teaching process tries to reach and involve all learners in the learning of mathematics, irrespective of their cultural diversities. The expansion of ethnomathematics as a way of teaching mathematics which takes the diversities of the learners’ mathematical practices into account can be justified (D’ Ambrosio,

2007a). The extended notion of ethnomathematics as dealing with learners’ cultural diversities and their everyday mathematical practices brings mathematics closer to the social environment of the learner. Ethnomathematics is an implicitly value-driven program and practice on mathematics and mathematics education (D’ Ambrosio, 2007b).

Every classroom nowadays is characterized by (ethnical, linguistic, gender, social, cultural…) diversities. Mathematics teachers in particular, have to deal with the existing cultural diversity since mathematics is defined as human and cultural knowledge (Powell, 2002). Mathematics teachers are therefore challenged to handle people’s cultural diversities occurring within every classroom setting.

Another approach suggested by Ethnomathematicians like D’Ambrosio (2001, 2007a, b) and Powell (2002), is exposing students to the mathematics of a variety of different cultural contexts often referred to as multicultural mathematics. This can be used both to increase the social awareness  of  students  and  offer  alternative  methods of teaching  mathematics  instead  of  the conventional approach. One of such ways that may make the students to have interest, retention in geometry of two- and three-dimensional shapes and get higher achievement could be by using fishing tools instructional approach. Harbor Peters (2002), stated that for learning mathematics to be  more  meaningful  and  interesting  so  as  to  improve  student’s  performance,  especially  in geometry, there is the need to find alternative methods and techniques. Thus, the fishing tools instructional approach  is  a  strategy that  uses relevant  and  concrete  instructional materials  in teaching and learning geometry of two-and three-dimensional objects and could enhance students’ interest, retention and achievement in mathematics.

Achievement is the measurement of the effects of specific programme of instruction or training (Sidhu, 2007). It can also be defined as something that somebody has succeeded in doing, especially after a lot of efforts. It is an art of finishing something successfully.   Achievements could also be regarded as something very good and difficult, which was carried out successfully.

Anekwe (2006), described it as something which has been accomplished successfully, especially by means of exertion, skills, practice or perseverance. Anekwe (2006), saw achievement as a test for the measurement and comparison of skills in various fields of academic study. Ifeakor (2005), regarded achievement as a change in behaviour exhibited at the end of a given period of time or within a given time range. Achievement in this context refers to accomplishment, remarkable feat or  outstanding  performance  realized  after   exerting   much  effort.  Nwagu   (1992),  defined achievement testing as “systematic and purposeful quantification of learning outcomes”. Achievement tests are the most common tests given to pupils. These are meant to measure how much a pupil has learned in specific content area such as reading, recognition or de-coding, reading comprehension, language usage, computation, science, social studies,  mathematics and logical reasoning. An achievement test therefore, is a test measuring how much pupils have learned in a given content (Woolfolk, Hughes and Walkup, 2008).

Retention is the continued possession of something or the continued existence of something (Hornby, 2010). Retention in other words, is the continued existence of what has been. Anih (2000), and Anyor and Iji (2014), defined retention as the “remaining impressions of experience or learning”  Retention  therefore  involves  the  amount  of a  learning  experience  that  is  correctly remembered at a later time. Students’ ability to retain what they learnt for a long period of time aids their overall performance in a subject. Most often, terminal examinations are administered to students and their achievements in this case depends on how much of what was done in the class lessons they were able to remember. Retention is also the ability to reproduce the learnt concept when the need arises (Demirel, 2004). Retention is the ability to recall correctly what had been learnt when the need arises.

Oriaifo (2003), posited that retention is higher when the degree of original learning is high. In other words, any strategy that  will lead to  mastery learning will lead to  higher retention. Students’ ability to remember what was taught for a long period can be a measure of how well the

teacher taught. Like interest, retention is an important variable in the teaching and learning process. Would the use of fishing tools instructional approach enhance students’ retention in the subject?

Interest is an important variable in learning because when one becomes interested in an activity, one is likely to be more deeply involved in that activity (Imoko and Agwagah, 2006). According to Harbor-Peters (2001), interest is a subjective feeling of concentration or curiosity over something. It is the preference for particular types of activities. It is the tendency to seek out and  participate  in  certain  activities.  It  can  be  expressed  through simple  statements  made  by individuals of likes and dislikes. One is likely to do well in a discipline of interest.

The issue of gender differences in male and female students’ achievements in geometry has been a source of worry to mathematics educators and researchers. Anekwe (2006), found some items which account for gender disparity. These include among others, unfair behaviour of teachers which retard female students’ interest and participation, unequal access for male/female students to participate in classroom discussion, higher achievement level set for boys than girls and female students being assisted often in practical, projects and other assignments even by some of their teachers. These could also affect students’ achievement. Ezeugo and Agwagah cited in Etukudo (2002), revealed that male gender achieve significantly better than their female counterparts in mathematics reading. Etukudo and Utin (2006), discovered that there was no significant gender difference in mathematics achievements.

These inconsistent results in mathematics achievements bother the researcher. Based on this type of variance in different studies, this study also seeks to investigate the achievement, retention and interest of male and female students in geometry of two-and three-dimensional shapes when taught using fishing tools instructional approach. The instructional challenges to teachers is to go beyond the conventional teaching method and introduce teaching that articulates goals, motivates and promotes strategies for solving problems and provide students with guided practice (Harbor- Peters,  2002).  Thus,  there  is  the  need  to  find  methods  and  techniques  to  make  learning  of

mathematics more meaningful and interesting so as to improve student’s performance, especially in geometry of two-and three-dimensional shapes. Therefore this study intends to find if the use of fishing tools could enhance achievement, retention and interest in learning geometry of two-and three dimensional shapes among senior secondary school students. From the researches conducted into the teaching of mathematics generally, there appears to be no study known to this researcher yet on the fishing tools instructional approach on students’ achievement, retention and interest in senior secondary school geometry in Nigeria. The non existence of such study motivated this researcher to carry out this present study.

Statement of the Problem

It is a well-known fact that the subject of mathematics affects all aspects of human life and that the social, economic, scientific and technological aspects of man are centred on numbers.  Being  the  basic  skill  that  underlies  all  scientific  and  technological  skills, mathematics is generally seen as the language of most branches of science and technology. It is closely related to other school subjects like physics, computer science, chemistry, economics, geography, among others, that deal with numeration, variation, graphs, fractions, logarithms and indices, algebraic processes, solution of equation, as well as areas and volume computations. Expectedly, a sound background in basic mathematical principles has become a pre-condition for progression to tertiary education and thus one of the key requirements for a gainful professional employment. For instance, in 2013, when teachers were recruited in Rivers State, a sound background in basic mathematical knowledge was an advantage for gainful employment (Ministry of Education, Port Harcourt, 2014). Among other branches of mathematics, mensuration, which comprises geometrical and trigonometrical concepts of the Senior Secondary School (SSS) Mathematics Curriculum, represents the most difficult area (Chief Examiner’s Report, 2005; Kurumeh, 2007; Olunloye, 2010; Abakpa & Igwue, 2013). Even though various instructional techniques have been adopted by teachers to improve

students’ achievement in mathematics, very few of these appear to have focused on the teaching  of geometry.  Traditional teaching  aids  for  mathematics  include:  chalkboards, – coins; and logos, while visual aids and drawing of pictures have been used in teaching of geometry. Helpful as these measures may be, they have not proved to be effective for the improvement of students’ performance in mathematics. There is therefore need to explore the effectiveness  of other  alternative  teaching  strategies,  such  as  fishing  tools  instructional approach, that is based on the learner’s cultural background, in the improvement of students’ achievement, retention and interest in geometry. Therefore, the problem of the study put in question form is, Would the use of fishing tools instructional approach enhance students’ achievement, retention and interest in geometry?

Purpose of the Study

The main purpose of this study was to investigate the effect of fishing tools instructional approach on students’ achievement, retention and interest in senior secondary school geometry. Specifically, the study sought to:

1.      Determine  the  students’  mean  achievement  scores  in  geometry  of  two-and  three- dimensional objects when taught with fishing tools instructional approach and conventional (lecture) method.

2.      Determine the students’ mean retention scores in geometry of two-and three-dimensional objects when taught with fishing tools instructional approach and conventional method.

3.      Determine the students’ mean interest scores in geometry of two-and three-dimensional objects when taught with fishing tools instructional approach and conventional method.

4.      Determine the mean achievement scores of male and female students taught geometry of two-and three-dimensional objects with fishing tools instructional approach.

5.      Determine the mean retention scores of male and female students taught geometry of two- and three-dimensional objects with fishing tools instructional approach.

6.      Determine the mean interest scores of male and female students taught geometry of two- and three-dimensional objects using fishing tools instructional approach.

7.      Ascertain the interaction effect of fishing tools instructional approach and gender on mean achievement of students in geometry of two- and three-dimensional objects.

8.      Ascertain the interaction effect of fishing tools instructional approach and gender on mean retention of students in geometry of two-and three-dimensional objects.

9.      Ascertain the interaction effect of fishing tools instructional approach and gender on mean interest of students in geometry of two- and three-dimensional objects.

Significance of the Study

The theoretical significance hinges on Piaget’s and Bruner’s theories of cognitive development of learning. Piaget  (1964), propounded the theories of cognitive development  of learning which stipulates that learning takes place through three processes namely:

i.      Formation of mental concepts (structure)

ii.      Adaptation of concepts as a result of experience iii.      Relating concepts to form a network.

Piaget exposed that these learning processes can be carried out in four (4) stages of cognitive development. These are:

i.      Sensori-motor stage : (Ages of 0-2 years)

ii.      Pre-operational stage: (Ages of 2+ -7 years)

iii.      Concrete operational stage: (Ages of 7+ -12 years)

iv.      Formal operational stage : (Ages of 12+ and above)

The formal operational stage of Piaget’s cognitive development coincides with the upper (senior)  secondary school level.  Students  at  this  stage  are  capable  of reflective  and  abstract thinking and are able to isolate variables from such expression like 2xy = 10. The students can now understand more complex conceptual relationships, solve complex problems such as total surface

areas and volumes of three dimensional objects, control all variables while testing one and are capable of using sound logical procedures in problem solving.

Piaget’s  theory  stresses  the  importance  of  activities  in  the  learning  process.  The psychologist is of the view that mathematics teaching should involve activities and students should be made to interact with one another. More so, the teacher should make the classroom situations to be in such a way that there would be interplay between the teacher and students where they could be active participants, not passive listeners. Mathematics teachers should create more involvement for students, hopefully, leading them to a mathematics practical situation in which, there could be maximum  learning  through  participation  and  sharing  of  ideas,  where  instructions  become “learners’ centred”.

Like Piaget, Bruner presented a system of cognitive development that resembles that of Piaget and proposed that children’s thinking abilities develop in three stages which Adekanye (2008), described as: enactive (events represented through motor responses), iconic (events represented through mental images of the perceptual fields) and symbolic (events represented through design features that represent remoteness and arbitrariness).

Jerome Bruner’s (1966) theory also projected the idea that every discipline has structure and the learner should be helped to see to the structure with the aim of meaningfully relating the contents and their various parts to previous learning. Bruner (1966), developed the discovery teaching model which strongly endorses aiding the learner to discover what is intended to be learnt through research, questioning, interaction with the environment, investigation and so on. This implies that meaningful learning can occur if the teacher uses appropriate teaching approach and materials that can motivate the students to learn. This is because students are always excited and full of certainty anytime the students are faced with instructional materials. The teacher guides the students on how to use the materials. The students store up the discovered fact and use it to see its relationship or connection with the new concepts in geometry.

Bruner’s theory is relevant to the present study, since it emphasizes discovery, intuition and analytic language. It also promotes the use of appropriate instructional materials and innovative approach which in turn, helps to promote creativity, cooperation between students and teachers. These activities also serve as a good evaluation technique.

For the practical significance, the findings of the study will be of benefit to: Teachers, curriculum planners, students, mathematics textbook writers, supervisors, inspectors of education and teacher training institutions. Secondary school teachers would acquire new instructional approach to teaching geometry. This will make the teaching of mathematics more interesting and thus improve teachers’ effectiveness. The study will also make available, relevant and concrete instructional materials for teaching geometry in particular and mathematics which hitherto  was not and posed a serious problem in teaching and solving problems involving geometry of two-and three- dimensional shapes.

The findings of the study could sensitize curriculum planners on the use of fishing tools for teaching geometry of two- and three- dimensional objects based on environment and cultural background. This would be done through conferences, seminars and workshops. The curriculum planners could therefore, incorporate the fishing tools instructional approach and its relevant and concrete instructional resources into the new secondary school mathematics curriculum thereby enriching the curriculum for the teaching and learning of mathematics and geometry in particular.

The  findings  from this  study would      make  students  have  a  better  understanding  of geometry of two-and  three-dimensional objects.  Students’  involvement  in  using  relevant  and concrete fishing tools like net, racket, lead, float, conical fishing trap, among others might generate interest and hence facilitate better achievement.

The use of fishing tools instructional approach would furnish the mathematics text book writers  with  additional  information  and  variety  in  the  manner  of  presenting  mathematical materials and instructions that will work in Nigerian school setting.

Supervisors and inspectors of education will also benefit from such conference at the state and federal levels. This, it is hoped will ensure improvement in mathematics methodology in the schools to enhance achievement, sustain retention and to generate students’ interest in the subject.

The findings would furnish the teacher training institutions such as institutes of Education, Faculties of Education, and Colleges of Education with useful methods, learning strategies and materials that are useable in secondary schools which can be incorporated in the special mathematics methods classes.

Scope of the Study

The study was limited to senior secondary one (SS1) students in Andoni Local Government

Area of Rivers State of Nigeria.

The choice of SS1 students was because the students were in the foundation stage of the senior secondary school contact with the topics in geometry. Like the foundation of a house that is well laid, if the students’ interest in mathematics is sustained, it is likely that the students’ achievement and retention will be enhanced or improved. The topics covered the following contents.

a)     Identification and properties of a rectangle, a rhombus and other plane shapes.

b)     Some  word  problems  involving  rectangles,  rhombuses  and  other  plane  shapes  using relevant fishing tools instructional approach.

c)      Identification and properties of a cylinder, a pyramid and other solid shapes using relevant fishing tools instructional approach.

d)      Some word problems involving cylinders, pyramids and other solid shapes using relevant fishing tools instructional approach.

Research Questions

The research questions formulated to guide this study are as follows:

1.  What are the mean achievement scores of the students taught geometry of two-and three- dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method?

2.  What are the mean retention scores of the students taught geometry of two-and three- dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method?

3.  What are the mean interest scores of the students taught  geometry of two-and three- dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method?

4.  What are the mean achievement scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach?

5.  What are the mean retention scores of male and female students taught geometry of two- and three-dimensional objects using fishing tools instructional approach?

6.  What are the mean interest scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach?

Research Hypotheses

The following null hypotheses were posed to be tested at 0.05 level of significance:

1.      There  is  no  significant  difference  in  the  mean  achievement  scores  of students  taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method.

2.      There is no significant difference in the mean retention scores of students taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method.

3.      There is no significant difference in the mean interest scores of students taught geometry of two-and three-dimensional objects using the fishing tools instructional approach and those taught with conventional (lecture) method.

4.      There is no significant difference in the mean achievement scores of male and female students taught geometry of two-and three-dimensional objects using fishing tools instructional approach.

5.      There is no significant difference in the mean retention scores of male and female students taught  geometry of two-and three-dimensional objects using  fishing  tools  instructional approach.

6.      There is no significant difference in the mean interest scores of male and female students taught  geometry of two-and three-dimensional objects using  fishing  tools  instructional approach.

7.      There is no significant interaction effect between fishing tools instructional approach and gender on students’ achievement in geometry of two-and three-dimensional objects.

8.      There is no significant interaction effect between fishing tools instructional approach and gender on students’ retention in geometry of two-and three-dimensional objects. 9.         There is no significant interaction effect between fishing tools instructional approach and gender on students’ interest in geometry of two-and three-dimensional objects.

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