EFFECT OF FRAMING INSTRUCTIONAL STRATEGY ON STUDENTS’ MOTIVATION AND ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ORON LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

This study adopted pretest –post-test control quasi experimental design to examine the effect of framing instructional method on SS2 students’ motivation and academic achievement in Mathematics in Oron Local Government Area of Akwa Ibom State, Nigeria. Two research questions was posed which was converted into two null hypotheses. Simple random sampling technique was used to select a sample of 121 students for the study. The instruments used for data collection were Mathematics Motivation Scale (MMS) and Mathematics Achievement Test (MAT).. These were developed by the researcher and validated by experts and was used for data collection. The reliability coefficient obtained for MAT using Kuder-Richardson formula 20 (KR–20) was .87 while that of MMA was established using Chrobach Alpha gives reliability index of .89. The research questions were answer using mean and the hypotheses were tested using One Way Analysis of Covariance were used to test the two hypotheses at .05 level of significance. The findings of the study revealed that there is a significant difference between the mean Mathematics motivation and achievement score of SS2 students who were taught using framing instructional strategy and those taught with lecture method. It therefore concluded that the motivation and achievement students in Mathematics depend on effective use of framing instructional strategy in teaching. It was therefore recommended amongst other that framing instructional method should be adopted in teaching students in secondary schools in order to enhance their motivation and academic achievement in Mathematics.