EFFECTS OF GROUP AND TEACHER - STUDENTS INTERACTION STRATEGIES ON STUDENTS’ ACHIEVEMENT IN ALGEBRA IN FEDERAL CAPITAL TERRITORY, ABUJA

Abstract

The study investigated the effect of Group and Teacher-student interaction strategies on students’ Achievement in algebra. Population of the study consisted of 31,874 JS2 Students in 176 junior secondary schools in Abuja. Simple random sampling was used to select 200 students from three different schools. A quasi-experimental design was adopted for the study which was made up of two experimental groups and a control group. Algebra Achievement Test was used for data collection. The instrument was validated by two mathematics educators and one expert in measurement and evaluation for both face and content validation. A reliability coefficient of 0.82 was obtained using Kunder- Richerson 21 formula. Mean and standard deviations were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that Students taught algebra using group interaction strategy achieved better than students taught using teacher-students strategy and lecture method.  It also revealed that male students achieved better than their female counterparts in group interaction strategy while the female students achieved better than the male students in teacher-student interaction strategy.  It was recommended among others, that teachers should adopt both teacher-student and group interaction strategies in teaching algebra aspect of mathematics in junior schools to improve students’ achievement in mathematics.