Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems

Abstract

The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils in mathematics non-routine problems. An independent sample t-test was employed to compare the values between the experimental and control groups to evaluate the data at an alpha level of 0.05. In addition, the effects 5Es inquiry-based approach on students’ mathematics non-routine problems was assessed based on gender. The results indicated that pupils taught using 5Es with teaching aids outperformed their counterparts taught using lecture method with teaching aids. Also, the results indicated that female learners perform better than male learners in mathematics non-routine problems. It is therefore recommended that when teaching pupils mathematics non-routine problems, 5Es supported with teaching aids should be adopted. A Teacher Made Test (TMT) was used to assess pupils’ knowledge on non-routine problems in mathematics.

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

“…There is no empirical evidence (as far as the researcher is aware) about the frequency with which teachers across the globe incorporate a problem-solving approach in mathematics instruction. Although the daily use of a problemsolving approach is encouraging, teachers must be careful and mindful to use a variety of teaching strategies as part of instruction (Owusu et al, 2022;Padmore et al, 2023;Strong et al, 2004) since other teaching methods are better at teaching mathematical skills. In other words, teachers need to select the most suitable approach that will enable students to gain the understanding and competencies they seek to advance.…”