Effect Of Open Ended Teaching  Learning Approach  On Secondary School Students� Mathematics Achievement In Learning Three Dimensional Geometry

Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance, students� motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners� low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach (OETLA) on Secondary School students� mathematics achievement in learning Three Dimensional Geometry (3DG). The study employed Solomon four non-equivalent control group design. The two experimental groups (E1& E2) received OETLA treatment while the control groups (C1&C2) were taught using the conventional teaching and learning methods. Only E1& C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students� Mathematics Achievement Test (SMAT) was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbach�s Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four groups to yield scores. ANOVA and t-test were used for data analysis. The level of significance for acceptance or rejection of hypothesis was coefficient alpha value of 0.05. This study concludes that the use of OETLA resulted to a higher academic achievement in learning Three Dimensional Geometry when compared to the traditional method of learning mathematics. This study recommends that mathematics teachers in secondary schools make use of OETLA to improves their academic performance in the subject.

REFERENCES

[1] Changeiywo, J.M. (2000), Students� Images of Science in Kenya. A comparison by Gender Differences, Level of Schooling and Regional Disparities. PhD Theses Egerton University Njoro.

[2] Chika, M. (2011). Identifying Problems of Poor Performance in Mathematics and The Way Out Abuja Nigeria West Africa

[3] Eric, E. & Gakii, N. (2013).Factors Contributing to Students Poor Performance in Mathematics in Public Secondary Schools in Tharaka South District, Kenya

[4] Githua B .N (2002) Factors Related to the Motivation to Learn Mathematics Among Secondary School Students� in Kenya�s Nairobi province and Three Districts of Rift Valley Province Thesis, Egerton University Kenya.

[5] Hodgson, V. & Watland, P. 2004. The social constructionist case for researching networked management learning: A postscript and reply to Arbaugh and Benbunan-Fich in Management Learning. Vol. 35(2)

[6] Kenya Literature Bureau (KLB 2009); Secondary Mathematics Student�s Book Four Third edition Nairobi Kenya.

[7] Miheso, M. & O�Conner (2000).The open ended approach in Mathematics Education. SMASSE project Nairobi Kenya.

[8] Mji, A. and Makgato, M (2006), Factors associated with high school learners� Poor performance. A spot light on Mathematics and Physical Sciences. South African Journal of Education Vol 26 (2) pg 253-266

[9] MOEST, (2007) Gender policy in education, Kenya Harambee Avenue .Jogoo House B . Nairobi, Kenya

[10] National Research Council. (2004). Engaging schools: Fostering high school students� motivation to learn. Washington, DC: The National Academies Press.

[11] RAND, (2010), Mathematics proficiency for all students; towards strategic research & development. RAND, Santa Monica http://www.rand .org2010

[12] Salomon, G. & Perkins. (1989). Rocky &Dads to transfer; rethinking mechanism of a neglected Phenomenon, Educational Psychologise.

[13] Shuttleworth, M. (2009).Solomon Four Group Design. Retrieved 04 Dec 2012 from Explorable http://explorable com/Solomon-four-group-design html

[14] SMASSE project (2004) .The open ended approach in mathematics education. Nairobi Kenya

[15] TIMMS (2007, 2011) National Centre for Education statistic, US Department & education under a contract with lesson lab. Inc. F Los Angeles, California. http://www.allacademic.com

[16] Ukeje, B.O. 1997 �The Challenges of Mathematics in Nigeria�s Economic Goals of Vision 2010: Implications for Secondary School Mathematics� Paper Presented at the 34th Annual National Conference of the Mathematical Association of Nigeria (MAN).