Abstract:
Mathematics, a core subject in school, is indispensable in science and technology. However,
reports have shown that many Senior Secondary (SS) students have poor learning outcomes in
mathematics, particularly Mathematics Word Problems (MWPs). Previous studies focused more
on home and students-related factors affecting learning outcomes in MWPs than on intervention
using strategies. This study was, therefore designed to determine the effects of Group
Investigation Strategy (GIS) and Numbered-Heads-Together Strategy (NHS) on SS students
learning outcomes (achievement and attitude) in MWPs in Oyo North Senatorial District,
Nigeria. The moderating effects of gender and Verbal Ability (VA) were also investigated.
The study was anchored to Social Development Learning and Social Interdependence theories,
while the pretest-posttest quasi-experimental design using a 3x2x2 factorial matrix was adopted.
Three Local Government Areas (LGAs) were randomly selected from the district, while three
public SS schools were randomly selected from each LGA. An intact class of Senior School II
students from each school was randomly assigned to GIS (225), NHS (190) and the control (172)
groups. The instruments used were Attitude to Mathematics Word Problems Scale (α = 0.85),
Mathematics Word Problems (r = 0.88), Verbal Ability (r = 0.81) Tests and instructional guides.
The treatment lasted 12 weeks. Data were analysed using descriptive statistics, Analysis of
covariance and Bonferroni post-hoc test at 0.05 level of significance.
Participants’ age was 15.48 ± 1.30 years and 54.7% were female. Students’ VA (58.9%) was
high. There were significant main effects of treatment on students achievement (F(2; 585) = 35.56;
partial η2 = 0.11) and attitude (F(2; 585) = 30.87; partial η2 = 0.10). The students in GIS group had
the highest adjusted post-achievement mean score (11.61) as against those in NHS (11.26) and
the control (9.75) groups. The participants in GIS had the highest adjusted post-mean attitude
score (111.81) as against those in NHS (111.44) and the control (103.25) groups. There was a
significant main effect of VA on students’ achievement (F(1; 586) = 33.89; partial η2 = 0.06). The
Participants with high VA had higher post mean score (11.51) than those with low VA (10.24).
The VA was not significant on students’ attitude to MWPs. There were no significant main
effects of gender on students’ achievement in and attitude to MWPs. There were no significant
two-way and three-way interaction effects on students’ achievement in and attitude to MWPs.
Group investigation and numbered–heads-together instructional strategies improved students’
achievement in and attitude to mathematics word problems among senior secondary schools in
Oyo North Senatorial District, Nigeria. Mathematics teachers should adopt these strategies in
teaching mathematics word problems.
