Effect of station rotation mode of instructional delivery formathematics in the era of advancing technology

Abstract

Mathematics as a core subject in sciences and other aspects of human lives requires quality teaching to enhancelearning and proper understanding. This idea prompted the Station Rotation Model of instruction used in this study for teaching secondary school students mathematics. From six educational districts in Lagos State of Nigeria, Educational District IV was selected randomly. Two senior secondary schools were purposively selected from the district being schools with well equipped and functioning computer laboratories, and these schools were randomly assigned to experimental and control group. The study adopted the pretest, posttest, control group quasi-experimental design to ascertain if there was a difference between the achievement and attitude of students taught mathematics with station rotation and those taught with conventional method. The two instruments used were Mathematics Achievement Test (MAT)and Attitude towards Mathematics Inventory (ATMI) adapted from Tapia and Marsh(2004). The data were analyzed using ANCOVA. The treatment was found to have a significant difference in achievement but not on the attitude of students. These results suggest that the station rotation model of instruction should be adopted teaching mathematics.