Effect of Self-Teaching Strategy on Students’ Mathematics Achievement

Abstract

Little has been known about self-teaching strategy (STS), 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 self-teaching 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 self-teaching strategy on students’ mathematics achievement. The participants included 127 (63 males and 64 females) students drawn from two schools in Imo State Nigeria. Mathematics Achievement Test (MAT) was used for data collection. The findings revealed a significant increase in students’ mathematics achievement of low mathematics achieving students who learnt a mathematics topic called sequence and series with the use of self-teaching strategy. The mathematics achievement scores of male and female students did not differ significantly showing that self-teaching 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; Self-Teaching; Students.

DOI: 10.7176/JEP/13-28-04

Publication date:October 31^st 2022