EFFECT OF MOTIVATION-ORIENTED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN ABA EDUCATION ZONE

Abstract

This study investigated the effect of motivation-oriented teaching strategy on students’ achievement in mathematics. Two research questions and three hypotheses were formulated and the hypotheses were tested at 0.05 level of significance. The design adopted for this study was quasi-experimental specifically, the non-equivalent control group. The researchers sampled 220 students from a population of 10,274 Senior Secondary School Two (SSS2) students in public secondary school in Aba Education Zone. Mathematics Achievement Test (MAT) with a reliability index of 0.75, was used for data collection. Mean, standard deviation and Two-way Analysis of Covariance (ANCOVA) were used for data analysis. Results from data analysis revealed that: the students taught Mathematics using motivation-oriented teaching strategy achieved more than those taught with CM; F (1, 215) = 482.088, p = .0005, effect size = 69.2, no influence of gender on students’ academic achievement scores in mathematics; F(1, 215) = 2.921, P = 0.089 and no interaction effect of strategy and gender on students’ mean academic achievement score F(1, 215) = 1.764, P = 0.186. Based on the findings, the recommendation was that motivation-oriented teaching strategy should be incorporated into the secondary school mathematics curriculum and teacher education programmes to promote student-centered learning.