Effect of Activity-Based Instruction on Pupils’ Understanding of Bearings and Distances in Basic Mathematics

Abstract

Mathematics as a core subject in Nigeria faces some hindrances with research proving that school pupils struggle with the comprehension of topics involving angles and measurements. This study investigated the effect of activity-based instruction on pupils’ understanding of bearings and distances in basic Mathematics in Kwara State, Nigeria. One group pre-test and post-test pre-experimental research was used for this study. A total of 27 pupils from basic 8 were sampled for this study. Two were used for data collection. Bearing and Distance Instructional Guide (BDIG) and Bearing and Distance Mathematics Achievement Test (BDMAT). The BDMAT was tested for reliability using test-retest method and a reliability co-efficient of 0.83 was established. The findings of the study revealed that there was a significant main effect of activity-based instruction on pupils’ understanding of bearings and distances in basic Mathematics. However, there was there was no significant interaction effect of activity-based instruction and gender on pupils’ understanding of bearings and distances in basic Mathematics. Based on the findings, it was concluded that activity-based instruction enhances pupils’ understanding of bearings and distances in basic Mathematics, regardless of pupils’ gender. This study recommends that teachers be trained to adopt activity-based learning in teaching basic mathematics, and that workshops and seminars on mathematics be organised for teachers on how to teach complex topics using activity-based instruction.