ABSTRACT
The purpose of
this study was to ascertain the effect of Multimedia Projection on Senior
Secondary Students’
achievement and interest in Sets. Four research questions and six null
hypotheses guided the Study. The design
of the study was quasi-experimental, non-equivalent Control Group Design. This
design was apt since
randomization of subjects was not done and intact classes were used. The
population for the study was
2,809 SSI students made up of 1,246 males and 1,563 females and the sample size
was 200 students from
the four intact classes used for the study. Each intact class came from one co-educational
school used for the study-two from Nsukka zone for experimental and control
groups.
Similarly, the other
two came from Enugu Education zone, one for Experimental and the other for
Control group. Multistage
sampling technique was employed for the study; purposive sampling was used in selecting four
state schools with functional computers. The four intact classes used were
therefore purposely drawn
from the four coeducational schools in Enugu State of Nigeria. Balloting
without replacement was
used in determining which of the two schools, in each education zone, becomes
the Experimental
group’s school and which one becomes the Control group. The instruments of Set Achievement Test
(SAT) and Set Interest Scale (SIS) were used to collect data on the cognitive achievement and
interest of students in Sets respectively. The four research questions were answered using means and
standard deviations while Analysis of covariance (ANCOVA) was used in testing
the hypotheses at
0.05 levels of significance. The results revealed that the use of MUMPPAS in
form of CAL package as a
teaching method increased students’ achievement and interest in sets more than
the conventional
chalkboard method of teaching. Both male and female students achieved highly as
a result of the use of
MUMPPAS and there was no significant interaction effect between MUMPPAS
treatment and gender on
students’ achievement in Sets also interest of male and female students in
experimental group increased
highly as a result of the use of MUMPPAS. However, there was significant
interaction effect between
MUMPPAS and gender on students’ interest in Sets. Based on the results, it was recommended among
others that Mathematics teachers be trained on how to master the technique
TABLE OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Figures
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Sets in Mathematics
Achievement of students in Mathematics
Interest of students in
Mathematics
Achievement and Interest of
Students in Mathematics
Gender Issues in Mathematics
achievementand interest in mathematics
Concept of electronic
learning (e-learning)
Concept of Multimedia
Projection and MUMPPAS
Concept of Conventional/Chalkboard
Method of Teaching
Schema for Conceptual
Framework
Theoretical Framework
Bruner’s Theory of Learning
Gagne’s Theory of Learning
De Morgan’s Law on Sets
Empirical studies
Studies on the teaching of
Mathematics
Studies on the use of
electronic-Learning/Multimedia Projection in Teaching Science Subjects
including Mathematics
Studies on Science,
Technology,Mathematics and other related areas
Studies on gender as a factor
in students’ achievement in Mathematics
Studies on interest as a
factor in Mathematics Achievement
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Areas of the Study
Population for the Study
Sample and Sampling
Techniques Instruments for Data Collection Validation of the Instruments
Reliability of the Instruments Control of Extraneous Variables Method of Data Collection Method of Data Analyses
CHAPTER FOUR: RESULTS
Research Question 1
Research Question 2
Research Question
Research Question 4
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Hypothesis 6
Summary of the Findings
CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY
Effect of MUMPPAS on
Students’ achievement in Sets
Effect of MUMPPAS on
Achievement of Male and Female Students in Sets
Effect of MUMPPAS on
Students’ Interest in Sets
Effect of MUMPPAS on Interest
of Male and Female Students in Sets
Interaction effect of MUMPPAS
on Gender towards students’ achievement in Sets
Interaction effect of MUMPPAS
on Gender towards interest of students in Sets
Conclusions Reached from the
Findings of the study
Educational Implications of
the Findings
Recommendation
Limitations of the Study
Suggestion for Further
Studies
Summary of the study
REFERENCES
APPENDICE
CHAPTER ONE
INTRODUCTION
Background of the
Study
Mathematics as a subject is the
study of quantity, structure, space, relation, change and various topics of
pattern, form and entity (Wikibooks, 2011). It promotes the training of the
mind. It is an indispensable subject and the Queen of sciences (Guass,
1856).Borel(2014) stated that Mathematics is the queen of Sciences, a servant
of Science subjects while Life (2014) viewed Mathematics as King of Arts, Queen
of Science. It is also a science of number and shapes (Carl, 1984). Mathematics
is used every day by everyone especially in this present scientific and
technological world. Emphasis in Nigeria today is on technological development
and mathematics is needed for this technological development. Linking
Mathematics to development and progress through Science and Technology, Azuka
(2002) stated thatthe arrows connecting mathematics with development and
progress of any nation are as shown below:
Mathematics
Science
Technology
Development and
Progress. In line with this relationship between Mathematics, Science and
technology, Harbor Peters (2001a) remarked that mathematics remains the pivot
on which any true science can rest and no true science can succeed without
going through mathematical demonstration; that any nation that wants to develop
technologically begins by developing her mathematical arts right from the
classroom. In other words, mathematics and science are important in our daily
lives. It is this importance of mathematics that has made Ukeje in Onah (2004)
to stress that without mathematics, there is no science; without science, there
is no modern technology, and without modern technology, there is no modern
society. The implication of this statement is that there could be no real
development, technologically without a corresponding development in
mathematics.
One
may now ask: what are the objectives of mathematics in secondary schools?
According to Harbor-Peters (2001b:70), the objectives of Mathematics in
secondary schools at both junior and senior levels include:Developing originality
and curiosity in the learners; Acquiring relevant manipulative skills;
Emphasizing the wide applicability of mathematics in various fields; and
leading the learners to discover and appreciate the beauty and elegance of
Mathematics.
The beauty and elegance of
Mathematics are found in Sets.According to Lassa (2012), every major branch of
Mathematics involves Setnotion in a very fundamental way. Lassa is of the view
that the language of Set is precise and unambiguous, which arises out of the
need to generalize. Lassa gave examples of clearly described Set to include:
the Set of African countries; the Set of Nigerian cities; the Set of counting
numbers. Adeniran (2002) opined that without Mathematics, one cannot survive
economically, politically and even socially. This is so because Mathematics
promotes logical thinking especially by its branch called Set. According to the
founder of Set theory- Georg(2010), a Set is a well-defined collection of
objects. Equally, Cantor (2014) viewed Set as a well-defined collection of
objects; that in Mathematic,a finite Set is a Set that has a finite number of
elements. Cantor indicated thata Set that is not finite is called infinite.
Everyone deals with Set
daily-both finite and infinite Sets. A Set is said to be finite if the elements
contained have a definite beginning and a definite ending. However, when the
elements in a Set will not terminate, the Set is said to be infinite. Some
examples of finite Sets include: theSet of English vowels written
mathematically as {a, e, i, o, u}, theSet of multiples of two from 10-20
written as {10,12,14,16,18,20}.Some examples of infinite Sets include: theSet
of multiples of 8 written as {8,16,24,32,… },theSet of natural numbers written
as {1,2,3,4,5,6,…}.Also the set of Prime Numbers writt en as {2, 3, 5, 7, 11,
13,…}.
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