Junior high school pupils’ conception of linear inequalities in one variable in Have circuit of the Afadzato South District in Ghana.

Abstract

The main purpose of study was to investigate junior high school pupils’ conception of linear inequalities in one variable in ‘Have’ Circuit of the Afadzato South District in the Volta Region of Ghana. Specifically, the study sought to examine pupils conceptions of linear inequalities, to identify the benefits pupils derived from understanding linear inequalities concepts in mathematics and to identify conceptual change in male and female pupils learning outcomes in linear inequalities in ‘Have’ Circuit of the Afadzato South District. Three research questions were raised to answer the research problem. The study adopted descriptive survey as a research design. Simple random sampling, stratified sampling techniques and Yamene’s formula (1967) for sample size determination were used to select three hundred and ten (310) pupils from all nine (9) junior high schools in the Have Circuit. A questionnaire, interview guide and Algebra Diagnostic Test were the instruments used to collect both quantitative and qualitative data for the study. Analysis of data was carried out using descriptive statistics and t-test analysis. The findings of the study revealed that 125 (40.3%) of the number of pupils have developed the desired conceptions of linear inequalities which enabled them to perform well on the algebra diagnostic test. With regard to the benefits of understanding linear inequalities concepts in mathematics, 146 (47.1%) indicated that it enhanced their understanding of word problems that are associated with the inequality concept. Moreover, the findings revealed that the mean difference was statistically significant (Mean Deviation = 1.516, p < 0.05); Standard Error Difference of 1.606 (Mean Deviation = 1.516, p < 0.05; Standard Error Difference = 1.606). This statistical achievement mean the test actually had positive impact on the boys’ and the girls’ performance. Based on the findings of the study, it was recommended that stakeholders should encourage and motivate pupils to improve upon their study habits for better performance in mathematics at the basic level as this has the tendency to stimulate and motivate students to see mathematics as an easy subject since every concept in mathematics is related to another higher concept. Moreover, it was recommended to the authorities of basic education (headmasters and headmistresses, District and Municipal Chief Executives of Education and Ministry of Education) to provide logistics such as teaching and learning materials at the basic education level as far as the learning of mathematics is concerned to arouse the interest of the pupils in the learning of mathematics at that level. Furthermore, mathematics clinics, workshops and in-service training should be organised regularly for mathematics teachers at the basic level to update or upgrade their knowledge on efficient contemporary strategies and methodologies that should be used to teach mathematics at the basic level. In addition, effective supervision and encouragement of mathematics teachers at the basic level on how to teach effectively linear inequalities will help pupils at the basic level to develop interest and appreciate for the mathematics subject so that they can pursue it at a high level.