Effect of Interactive Materials' Intervention on Senior Secondary School Students' Academic Achievement in Set Theory in Oyo South Senatorial District, Oyo State
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Date
2023
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Journal ISSN
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Publisher
Lead City University Ibadan
Abstract
Set Theory as a topic in Mathematics in Senior Secondary School has been viewed as an unclear topic
to students due to the unavailability of appropriate instructional materials to teach the topic, which in
succession leaves students with limited or no understanding of the topic. This study was carried out on
the Effect of Interactive Materials' Intervention on Senior Secondary School Students' Academic
Achievement in Set Theory in Oyo South Senatorial District, Oyo State. Aquasi-experimental design
which involved pre-test and post-test with two intact groups was used for the study. Eighty-five SSS2
Students from two Senior Secondary Schools participated in the study. One school was used for
treatment and the other school for control. One research question and one research hypothesis that was
tested at 0.05 level of significance guided the study. Data were analyzed using ANOVA. The results
revealed a significant effect of interactive materials' intervention on the academic achievement of
students in Mathematics Set Theory at the Senior Secondary Schools in Oyo South Senatorial District
(t= -6.981, p < 0.05). It was recommended that Mathematics teachers should make use of interactive
materials as much as possible in teaching set theory at the senior secondary schools. It was also
recommended that they should motivate students to actively engage with the interactive materials
during lessons and allow them to manipulate objects, solve problems using visual aids, or collaborate
in group activities. This approach fosters active learning and promotes a deeper understanding of set
theory.
Description
Keywords
Interactive Materials, Intervention, Mathematics Set Theory, Senior Secondary School Two