Models Connecting Points on Pupils’ Achievement in Rational Numbers

Abstract

The study investigated pupils’ achievement in rational numbers, using constructivist models and traditional approach of instruction as connecting points between pupils’ prior knowledge of whole numbers concept and the new concept. Pre-test post-test non-equivalent control group quasi-experimental research design was adopted. A research question guided the study and was answered using descriptive statistics; and a formulated corresponding null hypothesis was tested at 0.05 level of significance, using analysis of covariance (ANCOVA). A sample of 103 pupils was used for the study. A test instrument titled Rational Numbers Achievement Test (RNAT) was developed, validated and used to generate data. The instrument had 0.74 reliability index of internal consistency through the use of Kuder Richardson formula 21. The results showed that different types of representation are central to conceptual understanding, and are able to resolve pupils’ difficulties and misconceptions about rational numbers. Based on these findings, it was recommended that constructivist models of instruction should be part of the main instructional approaches for the teaching-learning of mathematics at the Basic Levels of the Nigerian school system.