Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/5476
Title: A the effect of three dimensional models on the academic performance in mathematics of students in Nduluni secondary school, Kenya
Authors: Bernard, Mutinda Muindi
Keywords: Academic performance
Mathematics
Secondary school, Kenya
Issue Date: Sep-2011
Publisher: Kampala International University, College of Education, Open & Distance Learning
Abstract: This study set out to investigate the effects of three dimensional models on the academic performance in mathematics of students in Nduluni Secondary School, Kenya. It involved all form two students in the school. The research was guided by the following questions: - what is the profile of the learners as to age, gender and previous mathematics grade? What is the mean score in the pretest and posttest for booth the experimental and control groups? Is there a significant difference in the pretest and posttest mean scores between the experimental and control groups? Is there a significant difference in the pretest and posttest mean scores between the male and female learners in the experimental group and control group? And is there a significant difference in the posttest mean gain between the experimental and control group? The study adopted experimental design where the 80 form two students were divided into two equal groups and three sets of test administered to them. A researcher designed pretest and posttest was used to collect data for the experimental and control groups. The data obtained was analyzed statistically. The findings of this study indicated that: There is a significant difference in the pretest and posttest mean scores between male and female learners and Use of three dimensional models significantly affect performance in mathematics. The following are the conclusions based on the topic of the study. There exists a relationship between the use of three dimensional models and the academic performance in mathematics of students in Nduluni Secondary School. Therefore the null hypothesis is rejected. The theory of retention by ASESP was proven in the study. Based on the findings of the study, the following is recommended; mathematics teachers should strive to improvise and use three dimensional models in their lessons, school management should equip the mathematics laboratory with models and other teaching and learning resources and future researchers should investigate on the methods of reducing the performance gap between male and female students.
Description: A thesis presented to the school of postgraduate studies and research Kampala International University In partial fulfillment of the requirements for the Degree Master of Educational Administration and Management
URI: http://hdl.handle.net/20.500.12306/5476
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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