Abstract:
This study employed the quasi-experimental design to address Potsin T. I Ahmadiyya
Senior High School Students’ Difficulties in solving algebraic word problems in linear
equations using constructivist approach. The researcher identified four major difficulties
students encounter when solving algebraic world problems namely: students attempting
but demonstrating misunderstanding of the problem; students attempting and unable to
translate problem into algebraic model or equation(s); students attempting but fail to solve
the equation to reach the solution; students attempting to solve the equation but failing to
use the right methods or making errors. The study compared the effectiveness of
constructivist approach and traditional methods in the teaching of algebraic word
problems in linear equations on the performance of students. Two classes were
purposively selected for the study. One intact class was used as control group and the
other as the experimental group. The sample size consisted of 92 students comprising 43
in the control group and 49 in the experimental group. The experimental group was taught
algebraic word problems using constructivist approach while the other control group
underwent traditional way of teaching algebraic word problem. Pre-test and post-test were
carried out simultaneously on all the groups using teacher-made achievement test. The
test format was based on Ghana Education Service syllabus. Using a paired sample t-test,
the findings showed that there is a statistically significant main positive effect for the
students who used constructivist approach to learn algebraic word problem, [M = 68.2,
SD = 14.3), t (48) = 14.6, p = 0.000 < 0.05]. Thus, the students taught with constructivist
approach performed comparably better than their counterpart who did not use
constructivist approach to learn algebraic word problem. Also, the constructivist method
made lesson more interesting, practical and easy to understand. It was recommended that
teachers should incorporate the use of constructivist in the teaching of algebraic word
problem.
Description:
A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
THE DEGREE OF MASTER OF PHILOSOPHY IN MATHEMATICS
EDUCATION
OCTOBER 2018