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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A. K. Tsafe
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DOI:10.17265/2161-623X/2024.08.007
Usmanu Danfodiyo University, Sokoto, Nigeria
The study analyzed students’ performance in mathematics through APOS instruction on learners’ cognitive ability and mathematical problem solving performance of Senior Secondary School students in Sokoto State, Nigeria. The objective of the study was to find out whether APOS instruction has effects on learners’ performance in mathematics when compared with teacher-centered traditional method of teaching, and whether there is any difference in learners’ cognitive ability in mathematical problem solving performance when taught with APOS instructional method (AIM). Three (3) research questions were answered and three (3) null hypotheses were tested and analyzed at 0.05 level of significance. Four hundred and twenty two (422) students from SS 2 served as sample. Quasi-experimental research design was used, involving a pre-test—treatment—post-test, non-randomized approach. Two instruments were used for data collection: Mathematical Problem Solving Performance Test (MPSPT) and Learner Cognitive Ability Test (LCAT). Data were analyzed using independent t-test, ANOVA, as well as Scheffe’s test. The study found out that experimental group outperformed their control group counterpart in the post-test when taught with AIM than traditional method. In terms of cognitive abilities, it was found that experimental group outperformed their control group counterpart in all the domains that were examined i.e. knowledge, intelligence, and creativity. However, Scheffe’s test further revealed that experimental group did better in intelligence domain than the two other domains. Thus, the study recommended that students at Senior Secondary Schools in Sokoto state should be taught using AIM in addition to the usual traditional, teacher-led teaching method that has been in use for long.
APOS-theory, instruction, cognitive-ability, mathematics and performance
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