Effect of Teach-Yourself-Mathematics Strategy (TYMS) on Students’ Mathematics Achievement

Abstract

Little has been known about teach-yourself strategy, because many studies have not been carried out on it in most parts of the world, like it has been done with self-regulated learning (SRL) which gave birth to teach-yourself-strategy. It is unfortunate that SRL has not been able to solve the problem of mathematics achievement in Nigeria. This study investigated the effect of Teach-Yourself-Mathematics Strategy (TYMS) on students’ mathematics achievement. The participants included 121 (52 males and 69 females) students drawn from two schools in Imo State Nigeria. A structured interview on Gender Perception (GP) and Mathematics Achievement Test (MAT) were used for data collection. The findings revealed a significant increase in the mathematics achievement of low mathematics achieving students who learnt a mathematics topic called sequence and series with the use of teach-yourself-strategy. The mathematics achievement scores of male and female students did not differ significantly showing that teach-yourself-strategy bridged the gender gap that existed in mathematics achievement. The results of this study show that teach-yourself-strategy has the potential of improving students’ mathematics achievement and bridging gender gap than every other strategy that has been used previously in teaching mathematics to students.

Keywords: Achievement; Mathematics; Self-Regulatory-Learning; Students; Teach-Yourself.

DOI: 10.7176/JEP/13-22-09

Publication date:August 31^st 2022