ABSTRACT

This study sought to explore the effect of numeracy training on the achievement in classification and numbering of objects among primary school pupils in Imo State. Eight research questions and eight null hypotheses guided the study. The study adopted a Quasi-experimental design of pre-test, posttest non-equivalent, non-randomized, control group design using 4 x 2 factorial matrix. A total of 120 pupils that were sampled from a population of 31,478 pupils identified to be lacking in classification and numbering of objects was used for the study. The study adopted multi-stage sampling technique Two instruments titled “Achievement Test in Classification of Objects (ATCO) and Achievement Test on Number Concept (ATNC)” were developed by the researcher through extensive review of literature and used for data collection. The instruments were validated by three experts from Guidance and counselling, Educational Psychology and Educational Measurement and Evaluation all in the College of Education, Michael Okpara University of Agriculture Umudike, Abia State. The Spearman-Brown prophecy formula was applied to the correlation to determine the reliability. A split-half correlation of 0.82 considered high enough, indicating that the instruments are reliable for the study. Data were collected in three phases of pre-treatment phase, treatment phase and the follow-up periods. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The results showed among others that: numeracy training on recognition, conservation and discrimination significantly increased the achievement in classification and numbering of objects among primary school pupils at posttest period. Male and female participants did not differ significantly on the achievement in classification and numbering of objects mean score the primary school pupils exposed to numeracy training on recognition, conservation and discrimination. It was concluded that numeracy training significantly enhances classification and numbering of objects among primary school pupils in Imo state. Based on the findings, discussion, implication and recommendation were made. The prominent recommendation was that teachers who have some pupils with problems in classification and numbering of objects in their classes could effectively reduce it using numeracy training strategy without gender discrimination.