ABSTRACT
This study investigated the Effect of Mathematical Modeling Strategy on Students’ Interest and Achievement in Further Mathematics in Oredo Local Government Area in Edo State. Ten research questions were raised and ten hypotheses were formulated. The study adopted a quasi-experimental research, which employed the pre-test, post-test, non-equivalent control group design of a 2 X 2 X 2 factorial matrix. Participants in their intact classes were randomly assigned to experimental and control groups. The sample for the study were one hundred and twenty-one (121) Further Mathematics students selected from two (2) public schools and two (2) private schools respectively, using the multistage sampling techniques. Two instruments, Further Mathematics Achievement Test (FMAT) and Further Mathematics Interest Rating Scale (FMIRS) were used. A reliability coefficient of 0.82 for Achievement test items using Kuder-Richardson 20 (KR-20) and a Cronbach Alpha coefficient of 0.79 for Interest items was also obtained. The study was carried out for a period of six weeks and data collected were analysed using mean, standard deviation, ANCOVA, Scheffe post hoc test and standard regression.
Results revealed that female Further Mathematics students had higher interest mean scores than male students. Also, the study indicated that students in private schools had higher interest in Further Mathematics than their counterparts in public schools. There was a significant contribution of teaching method to interest mean scores of Further Mathematics students. In addition it was established that students taught with Mathematical Modeling had higher achievement mean scores than those taught with Lecture Method. In regard to gender effect, it was reported that female students had a higher achievement mean scores than their male counterpart in both experimental and control groups. Furthermore, it was revealed that students in private schools exhibited significantly higher achievement mean scores than those in public schools. There was a significant contribution of teaching method to achievement mean scores of Further Mathematics students.
It was recommended that the use of innovative strategy such as Mathematical Modeling should be part of Teacher Education Programme, curriculum planners should organize themes in Further Mathematics curriculum to capture Mathematical Modeling from primary school to tertiary education level. Furthermore, an interesting classroom environment that enhances the utilization of Mathematical Modeling, especially in public secondary schools should be put in place.
