ABSTRACT
This study was designed to find out the effectiveness of writing to
learn mathematics and triangulation assessment tools and methods on student's
academic achievement, self concept and interest as affective outcome in the
learning of mathematics. Nonrandomized control
group quasi experimental design was employed in the study. The study was guided
by nine research questions and nine null hypotheses. The area of the
study was South –South Geopolitical Zone, of Nigeria. The population of the
study comprised 10,648 year two students in the thirteen Colleges of Education
in the South –South Geopolitical Zone, in the 2018/2019 academic session. But
the study focused on 3,306 year two students of Akwa Ibom State College of
Education. A sample of 386 year 2 students in the School of Art
that offer Basic General Mathematics IV as a general course, was selected using
simple random sampling and purposive sampling technique. They were assigned to
experimental and control groups. The experimental and control groups were
taught and assessed using writing to learn and triangulation tools and methods
and conventional close ended test method respectively. Four researcher
constructed instruments Mathematics
Achievement Test of 25 items, Mathematics self concept/ interest inventories of
40 items each, Mathography and alternative solution worksheet writing prompts
were used for quantitative and qualitative data collection. Data generated were
analyzed using both quantitative and qualitative analysis methods. Mean and
standard Deviation were used to answer the research questions while
Multivariate Analysis of Covariance, Multivariate Analysis of Variance and
Multiple Regression Analysis were used to test null hypotheses at p < 0.05
and template analysis method was used for the qualitative analysis. The results
revealed among others that writing to learn and triangulation assessment
approach were more effective in fostering achievement and facilitating
affective outcome of students in mathematics. That the female students
benefited more significantly than the male students in both achievement and
affective outcome in mathematics, from the alternative assessment methods.
Interaction effect between writing to learn and triangulation method was not
significant in achievement and affective outcomes as revealed by the study. The
findings had tremendous implication for curriculum planners, teacher educators,
lecturers and the learners. Based on the findings it was recommended among
others that Mathematics
lecturers should be encouraged to employ the assessment/ instructional
activities such as writing to learn, performance based alternative solution
worksheet, writing to demonstrate knowledge and Triangulation Reciprocity and
Project based methods of assessment before, within and after a Mathematics
lesson in order to relate Mathematics to real life. This will help to correct
the wrong impressions the students have about Mathematics, and help in
retention of Mathematics concept taught. To ensure that Mathematics educators
are equipped with the usage of writing to learn and triangulation assessment
methods, preservice Mathematics educators should be trained on the use of
alternative method of assessment during their training process by the teacher
educators. Curriculum planers should incorporate the use of writing to learn
and triangulation assessment methods/ instructional package in restructuring
Mathematics curriculum in Nigeria.
MARY, P (2022). Writing To Learn And Triangulation Assessment Approach On Academic Achievement, Selfconcept And Interest Of Students In Mathematics In Colleges Of Education, South-South Zone, Nigeria. Repository.mouau.edu.ng: Retrieved Nov 21, 2024, from https://repository.mouau.edu.ng/work/view/writing-to-learn-and-triangulation-assessment-approach-on-academic-achievement-selfconcept-and-interest-of-students-in-mathematics-in-colleges-of-education-south-south-zone-nigeria-7-2
PATRICK, MARY. "Writing To Learn And Triangulation Assessment Approach On Academic Achievement, Selfconcept And Interest Of Students In Mathematics In Colleges Of Education, South-South Zone, Nigeria" Repository.mouau.edu.ng. Repository.mouau.edu.ng, 12 Oct. 2022, https://repository.mouau.edu.ng/work/view/writing-to-learn-and-triangulation-assessment-approach-on-academic-achievement-selfconcept-and-interest-of-students-in-mathematics-in-colleges-of-education-south-south-zone-nigeria-7-2. Accessed 21 Nov. 2024.
PATRICK, MARY. "Writing To Learn And Triangulation Assessment Approach On Academic Achievement, Selfconcept And Interest Of Students In Mathematics In Colleges Of Education, South-South Zone, Nigeria". Repository.mouau.edu.ng, Repository.mouau.edu.ng, 12 Oct. 2022. Web. 21 Nov. 2024. < https://repository.mouau.edu.ng/work/view/writing-to-learn-and-triangulation-assessment-approach-on-academic-achievement-selfconcept-and-interest-of-students-in-mathematics-in-colleges-of-education-south-south-zone-nigeria-7-2 >.
PATRICK, MARY. "Writing To Learn And Triangulation Assessment Approach On Academic Achievement, Selfconcept And Interest Of Students In Mathematics In Colleges Of Education, South-South Zone, Nigeria" Repository.mouau.edu.ng (2022). Accessed 21 Nov. 2024. https://repository.mouau.edu.ng/work/view/writing-to-learn-and-triangulation-assessment-approach-on-academic-achievement-selfconcept-and-interest-of-students-in-mathematics-in-colleges-of-education-south-south-zone-nigeria-7-2