Effects of mathematical vocabulary instruction on students’ achievement in mathematics in secondary schools of Murang’a County, Kenya
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Date
2015-07
Authors
Wanjiru, Benson N.
Miheso-O’Connor, Marguerite
Ndethiu, Sophia
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Abstract
This article is based on a study whose main objective was to determine the effects of
mathematical vocabulary instruction on students’ achievement in Mathematics in Secondary
schools in Murang’a County, Kenya. The study was a non-equivalent control group pretestposttest
quasi-experimental design and was conducted in the two purposively selected
secondary schools in Kahuro District in Murang’a County, Kenya. Both the experimental and
the control groups consisted of fifty-four (54) students from each school. The experimental
groups were exposed to mathematical vocabulary instruction using the Graphical Organizer
based on the Frayer Model with ICT integration instructional approach for ten (10) weeks.
The control group was taught mathematical vocabulary by the definition-only method for the
same period. Data were analysed using one-way ANOVA, independent t-test and paired t-test.
The findings indicated that there is a statistically significant mean difference in the students’
performance in Mathematics for the group taught Mathematics vocabulary using the Frayer
Model and those taught Mathematics using the definition-only method.
Key words: Mathematics Vocabulary Instruction, Frayer Model, Mathematics Vocabulary
Description
Presentation
Keywords
Mathematics Vocabulary Instruction, Frayer Model, Mathematics Vocabulary
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015