Abstract:
This study was undertaken to assist DBE ONE „A‟ students of St. Francis College of
Education, Hohoe to improve on their conceptual knowledge of linear inequalities in one
variable using the beam balance model. The entire DBE ONE „A‟ students represented
the population of the study. Data was gathered through instruments such as test in the
form of pre-test and post-test. Due to the large size of the population a total of 40 students
which represented 20% of the 200 DBE ONE „A‟ students comprising of 15 women and
25 men were selected to represent the sample size of the study. The purposive sampling
technique was used to select DBE ONE „A‟ students of St. Francis College of Education,
Hohoe, since this was the school where I encountered the problem with the students. This
procedure was also used because the students can be easily accessible for the data to be
collected for the study. I also considered this class because the students had attained some
level of maturity required for self and cooperative use of the seesaw or the balance model
with minimal tutor intervention and supervision, hence ensuring their full participation in
the study. The findings of the study revealed that there has been a drastic improvement in
the students‟ ability level as far as the study of linear inequalities is concerned, which is
the result of the intervention put in place using the Beam Balance Model. It was also
observed that the students have developed more positive attitude towards the use of the
Beam Balance to explore other mathematics concepts without any instructions from any
tutor. Analysis and discussions were made to ascertain the effectiveness of the research
intervention. A recommendation was then made to further researchers, teachers and
curriculum developers. The researcher therefore recommended that Beam Balance must
be used as a teaching learning material for mathematics especially in the teaching of
linear inequalities in one variable
Description:
A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION
FACULTY OF SCIENCE EDUCATION SUBMITTED TO THE SCHOOL OF
RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF MASTER OF EDUCATION DEGREE
IN MATHEMATICS EDUCATION (M. ED)
DECEMBER, 2012