Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.6 No.1 March, 2024; pg.

1 – 7
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

THE PREDICTIVE EFFECTS OF TEACHING METHODS ON STUDENTS’

ACHIEVEMENT IN MATHEMATICS

ABIODUN TAIWO OLUWADAYO

Department of Mathematics
Tai Solarin University of Education, Ijagun, Ogun State, Nigeria
E-mail: abiodunto@tasued.edu.ng

Abstract
This study looked into how different teaching strategies affected students' mathematics
achievement. The study uses a survey-based descriptive research design. The
respondents were chosen using a Simple Random Sampling Technique. Three hundred
(300) respondents constitute the sample, including 142 male and 158 female. The
study was guided by three research questions. The Teaching Method Questionnaire
(TMQ, r =0.72) and the Mathematics Achievement Test (MAT, r =0.80) are the two
instruments utilized to gather data. Pearson Product Moment Correlation (PPMC)
and Multiple Regression Analysis (MRA) were used to analyze the data at a
significance level of 0.05. According to the study's findings, there is a strong
correlation between teaching strategies and students' mathematics achievement. The
study also showed that each teaching method considerably contribute to students'
achievement in mathematics. It was suggested, among other things, that teachers be
urged to employ effective teaching techniques in the classroom.

Keywords: Predictive Effects, Teaching Methods, Students, Achievement, Mathematics.

Introduction
The primary objective of mathematics education is to encourage students' mathematical
learning. It focuses on the information and the resources, procedures, and strategies that
support the teaching and learning processes. This makes mathematics education
fundamentally practical and dynamic, requiring fresh approaches to the discipline's
instruction. In the past thirty years, there have been numerous changes in both the subject
matter and delivery method of mathematics instruction, (Johnson & Johnson, 2013). They
point out that modern strategies and physical assistance are needed today to help students
learn concepts and procedures in mathematics. Depending on the situation and the necessity,
teachers can pick from a wide range of approaches or methods. The learning process in the
classroom is typically dominated by the teachers (a "teachers-centered approach") rather than
the students or learners (a "learner-centered approach"). Modern teaching strategies place a
greater emphasis on students than on teachers (Misra, 2011). For the sake of students'
achievement in the classroom, teachers might choose from a variety of teaching strategies.
Despite this, many teachers struggle to choose the best teaching strategies, which has a
significant impact on student learning outcome in mathematics (Weinfield, 2017). The term
"teaching method" encompasses a wide range of processes, whether they are pedagogical or
andragogical. It is up to the teacher to select the approach that works best for them, but
whichever approach one selects, one must take the needs of the students, the class size or
number of students, and the curriculum into account. The teachers-centered approach and the
students-centered approach are the two well-known methods that are used in numerous
classes (Abdulkadir et al., 2021). According to (Abiodun & Olaniyi, 2021), teachers must be
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ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

knowledgeable about a variety of teaching methods in order to choose the ones that would
yield the best results. Ayeni (2011) contends that the best way to judge the effectiveness of
teaching is to look into the quality of learners produced.In order to effectively transfer
knowledge, teachers must employ methods and pedagogy that both best serve the interests
of their students and help them achieve the objectives of the lesson (Joel, David, & Stephen,
2018). This is so because the teacher methodology greatly affects how well students learn.
According to Okoli (2019), learning outcomes, which are frequently used synonymously with
academic success, refer to the quantity of information that students have acquired. Learning
has not yet occurred when students did not demonstrate a high level of achievement as part
of leaning outcome (Boma, 2019; Owolemi, 2020).

Questions about how well teaching strategies affect student learning have historically
generated a lot of interest in the subject field of educational research. Additionally, studies on
teaching and learning always look at how much various teaching strategies might help
students learn more. Surprisingly, teachers' use of inefficient teaching strategies to impart
knowledge to students is substantially linked to the majority of students' routinely poor
academic performance. The quality of instruction is frequently reflected in students' academic
success, according to extensive research on the effectiveness of teaching strategies (Weinfield,
2017). The focus of this study is on the Discussion method, problem –solving method,
cooperative method and dramatization method

In the discussion method of instruction, the teacher encourages or coaxes the students to voice
their opinions and ideas in order to jointly identify and resolve problems. According to
Oyekan (2013), the discussion technique is based on the premise that problems or topics are
more likely to have solutions when multiple people's knowledge and opinions are combined.
According to the adage "two good heads are better than one," this is true. The discussion-
based approach to teaching stimulates critical thinking in both teachers and students.
Additionally, it helps students improve their social abilities to talk and listen. Discussion is
defined by Webb, Trooper & Fall (2012) as a process of giving and talking, speaking and
listening, describing and observing that broadens perspectives and promotes understanding
amongst people. They continued by saying that the only way to be exposed to other points of
view is through dialogue, and that exposure improves knowledge and inspires renewed
interest in learning. Borasi (2014) pointed out that the goal of discussion is to advance
students' knowledge, comprehension, or judgment.

Initiated as a method of instructing medical students during their training, the problem-
solving method (a pedagogical technique that focused on collaborative group work and open-
ended problem-solving in order to facilitate the learning process) has since been adapted for
use in various fields with almost every grade level of students (Akuezuilo&Chinweoke, 2016).
Students are divided into small groups and given an open-ended issue or problem to address
as part of the problem-solving method procedure. These questions are intended to activate
and expand upon past knowledge, and they almost always have a practical application.

Students must participate more actively in class and creatively learn in order to improve their
comprehension of mathematics, particularly when it comes to comprehending and resolving
mathematical issues. Through cooperative learning activities, students should have the
chance to grow, connect, and share with friends. As a result, mathematical students' cognitive
THE PREDICTIVE EFFECTS OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS 2
Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.6 No.1 March, 2024; pg. 1 – 7
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

and practical development can be enhanced. Cooperative learning is an alternate strategy for
information distribution. In cooperative learning, students collaborate face-to-face to
complete a task entirely, according to Zakaria &Iksan (2012). Cooperative learning promotes
students to take an active role in creating their own knowledge. Cooperative learning
promotes harmonious peer interaction and communication (Webb, Troper & Fall, 2012).
Cooperative learning therefore encourages virtues like sincerity, cooperation, respect for one
another, accountability, tolerance, and willingness to forego disagreement. Cooperative
learning tasks can help students build their confidence. According to Zakaria, Chin& Daud
(2017), cooperative learning raises students’ achievement in mathematics.

Research has shown that using the creative theater technique to teach mathematics has a
favorable impact on students' academic performance, attitude, and creativity. Zakaria, Chin
& Daud (2010) is in opined that mathematics achievement significantly increased
when drama-based instruction is being used to teach mathematics. Akuezuilo & Chinweoke
(2016) noted that, in comparison to traditional teaching, drama-based mathematical
instruction appears to have a significant impact on students' achievement in mathematics.
This is because it fosters students' imagination by having them improvise a concept or an
event and allows them to experience the concept from all angles. The students thought they
learnt more when this strategy was used and they loved the utilization of drama-based
learning. In a quantitative study, Maduabum & Odili (2014) revealed how top-performing
science and mathematics students learned scientific topics through imaginative play.

Research Questions
(i) What is the relationship between students' achievement in mathematics and
teaching methods (discussion method, problem-solving method, cooperative
method, and dramatization method)?
(ii) How much do the discussion method, problem-solving method, cooperative
method, and dramatization method contribute in relation to students' academic
achievement in mathematics?
(iii) To what degree do the problem-solving, dramatization, discussion, and
cooperative learning methods predict students' academic achievement in
mathematics?

Population of the Study

All of the Senior Secondary Schools (SSS2) in Ogun State, Nigeria, make up the study's
population.

Methodology
The study uses a survey-based descriptive research design. Public senior secondary school II
(SSS2) students in Ogun State's Ijebu-Ode and Odogbolu Local Government Areas served as
the study's sample. Five secondary schools were chosen using Purposive Sampling
Technique. Three hundred (300) respondents make up the sample, including 142 males and
158 females. 60 pupils were chosen at random from each school.

Instrumentation
Two instruments were used to collect relevant data for the study. These instruments are:
 Mathematics Achievement Test (MAT)
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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.6 No.1 March, 2024; pg. 1 – 7
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

 Teaching Method Questionnaire (TMQ)

Mathematics Achievement Test (MAT)

First, a draft of 50 multiple-choice objectives was created and given to educational evaluation
specialists together with the table of specifications for review and counsel. Their
recommendations were utilized to change the items for sufficiency, clarity of language, and
subject relevancy. The Mathematics Achievement Test consisted of thirty (30) items that made
it through the item analysis. The questions are centered on the syllabus of SSS2
mathematics. MAT measured students' mathematics achievement. The content of MAT came
from WAEC and NECO Senior Secondary Certificate Examination (SSCE) previous questions
from 2015 to 2021. The MAT has multiple-choice questions with four lettered answer choices
(A–D).The test's items were written to reflect the knowledge, understanding, and application
categories of cognitive activities. A sample of 120 SSII students from two schools that were
not included in the study were given the 30-item MAT. Using the Split half method, the
reliability coefficient for MAT was calculated to be 0.80. Two experts in mathematics
education reviewed the instrument to verify its face and content validity, and it concluded
that the instrument was pertinent, clear, comprehensive, and able to elicit the required
responses from the intended students.

Teaching Method Questionnaire (TMQ)

The Teaching Method Questionnaire (TMQ), a five-point structured questionnaire that was
anchored on a continuum of strongly agreed (SA), agree (AG), and undecided (UD), Strongly
disagree (SD) and disagree (DA) served as the data collection instrument. This
instrument assessed students' preferences for mathematics teaching methods. Using
Cronbach alpha reliability with a coefficient of 0.72, the reliability of the TMQ was assessed.
Pearson Product Moment Correlation and Multiple Regression Analysis were used to analyze
the data.

Results & Discussion

Research Question one:What is the relationship between students' achievement in

mathematics and teaching methods (discussion method, problem-solving method,
cooperative method, and dramatization method)?
Using PPMCC, a correlation matrix shown in Table 1 shown the relationship between
students' achievement scores and their preferences for the various teaching methods in
secondary school mathematics
Table 1: Correlation Matrix of the teaching methods mathematics students’ achievement
Scores
Variables Student’s Dramatization Discussion Co- Problem-
achievement operative Solving
Student’s 1 0.539 0.426 0.432 0.352
achievement
Dramatization 1 0.433 0.549 0.497
Discussion 1 0.361 0.387
Co-operative 1 0.420
Problem Solving 1

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.6 No.1 March, 2024; pg. 1 – 7
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

Table 1 shows a significant positive relationship between teaching methods (dramatization,

discussion, cooperative, and problem-solving) and students' math achievement (r=0.593,
0.426, 0.432, and 0.352, respectively, p<0.05). This suggests that the teaching method of the
teachers affects the students' mathematics achievement. In other words, students do better in
mathematics when teaching strategies are used effectively, and vice versa. This finding
supports (Abiodun, Lawani, Adeniji & Timileyin, 2018) who found that using the right
teaching strategies improves students' math performance. This finding's outcome
also supports the assertion made in the report by (Boma, 2019) that teachers need to be
familiar with a variety of teaching techniques that take into account the degree of complexity
of the concepts that need to be addressed.Therefore, it's crucial to think about performance-
enhancing techniques with an eye toward how they can affect mathematics teaching and
learning. The discussion approach, problem-solving method, cooperation method, and
dramatization method are a few examples of these techniques. The findings support Ijaiya's
(2001) assertion that there is a strong correlation between effective teaching strategies and
students' mathematics achievement.

Research Question two: How much do the discussion method, problem-solving method,
cooperative method, and dramatization method contribute in relation to students' academic
achievement in mathematics?

Table 2.0: Contribution of each of teaching strategies of students’ performance in

Mathematics.
Variables R R- Adjusted Standard F Significant Remark
Square R-Square Error of
estimate
Dramatization .296 a .088 .068 7.922 4.603 0.037 *
Discussion .510 a .261 .229 7.207 8.281 0.001 *
Co-operative .290 a .084 .065 7.938 4.397 0.041 *
Problem .483 a .234 .218 7.260 14.643 0.001 *
Solving

The finding in table 2 demonstrates that each teaching strategy considerably enhances
students' mathematics achievement. Based on the R-square values, the prediction is as
follows, with discussion method coming in at 26.1%, problem-solving method coming in at
23.4%, dramatization method coming in at 8.8%, and cooperative coming in at 8.4%, in that
order. These percentages show how much each teaching strategy contributed to the
mathematics achievement of the students. The trend in the variables' percentage contributions
to student achievement in mathematics shows that the Problem-Solving method contributed
the least to that achievement and that the dramatization method contributed more. This
finding is in line with that of Zakaria, Chin & Daud (2010) who stressed the importance of
dramatization and cooperativemode of teaching as major elements affecting student
learning.This finding supports the findings of Webb et al. (2012) that there is no one best or
most effective approach for teaching mathematics and that teachers should switch between
many teaching strategies while imparting knowledge in order to ensure that students absorb
the material effectively.

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.6 No.1 March, 2024; pg. 1 – 7
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

Research Question Three: To what degree do the problem-solving, dramatization,

discussion, and cooperative learning methods predict students' academic achievement in
mathematics?

Table 3.0: Combined influence teaching strategies on Students’ academic performance in

Mathematics.
Model Sum of Df Mean F Significant Remark
Square Square
Regression 2328.285 1 2328.285 42.397 .000b
Residual 16364.995 298 54.916
Total 18693.280 299

R= .353, R-Square=.125. Adjusted R-Square=.122. Standard Error of Estimate= 7.411

The independent teaching strategy variables in table 3.0 above, including the dramatization
approach, discussion method, cooperative method, and problem-solving method, contributed
12.2% of the overall variance in students' mathematics performance (R-Square= 0.499, p=0.05).
This percentage is significant. The independent variables mentioned above are crucial for
predicting or determining how well students will achieve in mathematics. This finding is
consistent with the findings of Maduabum&Odili (2014), who found that teaching strategies
strongly predict students' mathematics achievement.

Conclusion and Recommendation

This study looks into how different teaching strategies affect mathematics student
achievement. The study's findings showed that problem-solving, discussion, cooperative
learning, and dramatization methods all strongly influenced students'
mathematics achievement. The findings show that the discussion method contributes most,
followed by problem-solving and then collaboration. Additionally, there is a strong
relationship between every teaching strategy and students' mathematics achievement.
Consequently, it is recommended among other things, that teachers be encouraged to utilize
the proper teaching method or selection of strategies when transferring mathematical
concepts.

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