Effect of Mental Mathematics Instructions on Primary Pupils” Mathematics Achievement and Retention in South -Eastern Nigeria.
1 Gyna-sam Nbisike
2 Christy Nwagu
3 Ngozi Ndubuisi-Evans
4Catherine, Okpara
12 Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria.
3Imo State University, Owerri, Imo State, Nigeria
Abstract
The study investigated the effects of mental mathematics instruction on learners retention and achievement in primary mathematics in South-Eastern Nigeria for present business World. The study was a quasi – experimental which adopted pre-test, post-test experimental groups where two intact classes received treatment. The population of the study was 870 , which comprised all primary four learners from Government owned schools . The purposive and simple random sampling techniques were used to select schools and intact classes for the study .The sample was 87 which is 10% of the entire population. The instrument for data collection was Researcher made mental mathematics test (RMMMT) which was duly validated and reliability coefficient of 0.83 established from Crombach Alpha. The data obtained were analysed using the Mean, Probability Analysis and Analysis of covariance (ANCOVA) F-test ,tested at 0.05 level of significance. The major findings of the study are :Teacher conventional instruction and Mental mathematics instruction have influence on learners achievement in mental mathematics prolonged retention ,but the two approaches combined yielded a more positive result. Recommendations are made, among which is that Education stake holders , Administrators of schools and Ministry of Education should include mental mathematics text books in their list of recommended text book for primary school pupils and also assign time to mental mathematics teaching in their school time table.
Key words : Mental Mathematics Instruction ,Retention , Achievement And Business Education.
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