Systems analysis strategy and senior secondary student achievement in mathematics in Rivers State, Nigeria
Nduka Wonu, Daso Peter Ojimba
This study is an exploration of the effects of System Analysis Strategy (SAS) on Senior Secondary Class one (SSC1) student achievement in mathematics in Obio/Akpor Local Government Area of Rivers State. The quasi-experimental design was adopted. A total of 127 SSC1 students took part in the study. This included 68 students in the treatment group and 59 students in the control group. Mathematics Achievement Test (MAT) with 25 items was used to measure the student mathematical achievement. The items of MAT were composed of topics from the 3rd term scheme of work in the 2013-2014 academic session. The reliability index of MAT was 0.75 obtained using KR-20. An arm of the SSC1 was used as a treatment group with another arm as the control group in the selected school. The treatment group received instruction using the SAS. Three research questions and three hypotheses guided the investigation. Mean and standard deviation were used to answer the research questions whereas Analysis of Covariance (ANCOVA) was used to test the hypotheses. The students were taught under Constructionist/Learning While Doing(C/LWD) study environment for an entire school term. The result indicated that student mathematical achievement of both groups of students improved over time due to treatment with greater learning progress among the treatment group. The male students in the treatment group gained more from the experiment than their female counterparts in the same group. The result further showed a significant main effect of SAS on student mathematical achievement. There was no significant main effect of sex on student mathematical achievement. The interaction effect between sex and treatment was not also significant on student achievement in mathematics. The study recommended among others that mathematics teachers should start using the SAS in mathematics instructions.