EFFECT OF TEAM ASSISTED INDIVIDUALISATION STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN MATHEMATICS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate the effect of the Team-Assisted Individualization (TAI) strategy on senior secondary school students’ motivation to learn mathematics. The TAI strategy combines collaborative learning in teams with individualized instruction, aiming to enhance students’ engagement, self-regulation, and achievement in mathematics.
The research utilized a quasi-experimental design with a pretest-posttest control group. The participants were senior secondary school students (N=120) randomly assigned to two groups: the experimental group receiving instruction using the TAI strategy and the control group receiving traditional instruction. The study was conducted over a period of six weeks.
To assess students’ motivation to learn mathematics, a self-report questionnaire based on established motivation theories was administered to both groups at the beginning and end of the study. The questionnaire measured dimensions such as intrinsic motivation, extrinsic motivation, perceived competence, and task value.
The results revealed that students in the experimental group demonstrated significantly higher levels of intrinsic motivation, extrinsic motivation, perceived competence, and task value compared to the control group. The findings suggest that the TAI strategy positively influenced students’ motivation to learn mathematics.
Furthermore, qualitative data collected through classroom observations and student interviews provided insights into the students’ experiences with the TAI strategy. The data indicated that the collaborative nature of the TAI approach fostered a supportive learning environment, increased students’ sense of ownership of their learning, and improved their confidence in tackling mathematical problems.
These findings contribute to the existing literature by highlighting the potential of the TAI strategy in promoting motivation to learn mathematics among senior secondary school students. The study emphasizes the importance of implementing instructional strategies that combine collaborative learning and individualized instruction to enhance students’ motivation and engagement in mathematics education.
Keywords: Team-Assisted Individualization, motivation to learn, mathematics education, senior secondary school, collaborative learning, individualized instruction
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