Effects of Algebraic Process Board Game on Students Interests and Achievement in Algebra

Abstract

The study investigated the effects of algebraic process board game on senior secondary students interest and achievement in algebra. Four research questions and four null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control groups pre-test and post-test design. The population for the study comprised of all the 5210 senior secondary students in the area of study while the simple random sampling technique was used to draw four senior secondary schools (SSS) with 455 students as the sample. Two schools each were randomly assigned to the treatment and control groups. Mathematics interest inventory (MII) and mathematics achievement test (MAT) of multiple choice type, developed by the researchers validated and yielded reliability coefficient of 0.74 and 0.71 respectively were used for data collection. The treatment group was taught algebra using algebraic process board game while the control group was taught using conventional talk and chalk method. Research questions were answered using mean and standard deviation while` the hypotheses were tested using ANCOVA at an alpha level of 0.05. The results revealed that the Algebraic Process Board Game is superior to the conventional method in facilitating interest and achievement but no significance interaction between gender and method. The researchers therefore recommended that the algebraic process board game approach should be used in teaching algebra.

Keywords: Algebraic Process, Board Game.

DOI: 10.7176/JEP/10-29-05

Publication date:October 31^st 2019