University of Nigeria Virtual Library

Serial No ISSN: 0794-9928

Author 1 AGWAGAH, U.N.V.

Author 2 Author 3

Title

Laboratory Approach to Mathematics Instruction: A Situation Report on Nigerian Secondary Schools in the

1990s Keywords

Description

Laboratory Approach to Mathematics Instruction: A Situation

Report on Nigerian Secondary Schools in the 1990s

Category Science Education

Publisher Journal of Liberal Studies

Publication Date

July, 1997

Signature

~d i ro r i k and Business Co c,pondence should be directed to:

Dr. E.J. 0';gbunlagu Editor-in-Chief Journal of Liberal Studies c/o Division of General Studies University of Nigeria, Nsukka.

ISSN 0796 - 9928

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iii

Abstract The main objective of this study was to survey the extent of the use of

laboratory approach to mathematics instruction in Nigerian secondary schools in the 1990s. One hundred secondary school mathematics teachers were purposively sampled from students ~ . h o are currently attending the University of h'igeria Sandwich programme for 1991/92 and 1992193 >essions. The instrument used for the study was a Mathematics Laboratory Quest~onnaire (MALQ). Major results showed that Mathematics laboratories are virtually non-existent in our secondary schools, and the laboratory approach to nathematics instruction is hardly used by mathematics teachers. Based en the findings, the Federal and state governments are advised to provide funds to schools to enable the establishment of mathematics laboratories.

Introduction Of all the subjects that children enccunter in schools. mathematics is the most

abstract and the most symbolic (Mckillip, Cocney, Davis and Wilson, 1978). This view is also-expressed by Ohuche (1991), who opined that as we deal witb mathematics we deal with abstract ideas which can be developed through investigations and practical methods. He therefore suggested that the problem of the nature of mathematics and the problem of ineffective teaching can be tackled through planned and intelligent application of the mathematics laboratory. Thus, the need for the development and establishment of mathematics laboratories has long been expressed in Nigeria and elsewhere.

In presenting a case for the mathematics laboratory, Groenend~k (1963), pointed out that if mathematics is a science, and mathematicians acclaim it 'queen

of' the sciences'. t ! i m is need for a scientific approach to mathematics to be considered, thar is, there is need for a laboratory for experimentation and discover) to br. provided for the 'queen' as well as for the other science subjc.cts. Other sub.1 ct-matter fields have recognized the value of this kind of teaching. For exa!ilpIe, fol- I-ars, there have heel1 .science laboratories - Chemistry laboratory, Physics laboi-ntory, Biology laboratory, and also foreign language laboratories. So why not the mathematics laboratory?

According to Sch~!ssheim (I 978), a mathematics laboratory is a self-contained centre devoted to the display. arrangement, and use of multi-sensory mathematics materials. activi!ies. and information. I t is an individualized learning centre for mzthematics remediation, reinforcement, and enrichment. It ex~s t s to foster mathematical awareness, skill building? positive attitudes. and learning-by-doing experience in Arithmetic, Geometry, Algebra, number theory, set theory, consumer mathematic:, measurement, and the history ofmathen~atics. It provides a setting for individual or small groups o f children to explore, learn, a::d grow ~nathematically. In a similar view, Sweet (1967), highlighted that the ~p thema t i c s laboratory utilizes an experimental approach that requires each student's participation, but allows him to work at his own rate. This leaves the instructor free to administer more individual help. It also adds variety as a change from the usual classroom routine.

The use of mathe:?.-tics laboratory is not new as Perry (1970), Moore (!970), and Schussheim (1978). reported that experiments in mathematics education that took place in the late sixties and early seventies called for the establishment of mathenlatics laboraties. either as corners in classrooms or as independent entities in schools. In these experiments, the effects of the laboratory approach to mathematics instruction on students' achievemmt. retention, attitude and transfer of mathematical concepts were studied.

However, inspite of the emphasis given to the laboratory approach to mathematics instruction elsewhere, it is not at all clear that the laboratory approach is widely used in Nigeria. The continued low attainment of students at all levels of mathematics educatior. over the years, especially at the secondary school level (STAN. 1991), leaves one in doubt as to the use of laboratory approach in the study of matliematics in our Nigerian schools. The Federal Ministry o f Education (FME. 1992), highlighted that a few primary schools have mathematics corners otherwise called shopping comers. The following questions therefore indicate the problem of this study, 1 . 7'0 what extent are mathematics laboratories established in the secondary

schools?

2. Is location of schoo '~ a factor in the establichment of mathematics ldboratories in secondary schools?

3. What learning aidsiinstructional materials are provided in the mathematics laboratories?

Method Design

The study Mas a simp12 survey research, which sought teaclicrs responses on questionnaire items regarding the establishment of mathematics laboratories and use of laboratory approach to mathematics instruction in their schools.

Sample This was a purposive sample consisting of 100 secondary school mathematics

teachers from different states of Nigeria including: Anambra (15), Enugu (lo), Abia ( l 3 ) , Imo (9), Delta (S), Akwa-lbom (3), Kogi (6), Ondo ( 5 ) , Bauchi (3), Edo (4), Cross-River (3), Plateau (3), Oyo (3), Katsina @),Yobe (3), Benue (5). Oshun (3), Kano (2), and Kaduna (3) . These teachers who teach mathematics either in the urbar or rural secondary schools in their states, are currently attending the University of Nigeria sandwich programmes for 1991/92 and 1992193 sessions at Nsukka. Their programmes of study lead to the B.Sc. (ed) degree certificate or Master of Education (M.Ed.) certificate.

In the sampling, care was taken not to select more than one teacher from the same school. But more than one teacher were selected from the same state.

Instrument The instrument was a Mathematics Laboratory Questionnaire (MALQ), which

was partly structured and partly unstructured. Similarly, the response format was both close-ended and open-ev.ded. The MALQ consisted of two parts: Part A sought information on school data: name of school and state, type and location of school. Part B sought information on the existence and operation of mathematics laboratories in schools.

Results Research Question I

To what extent are mathematics laboratories established in secondary schools?

Jriursd 01 ~ibtral ~hdlti (JOLS! vof. 5 No. 2, J$, 1997. 119

Table 1: Teachers' Responses on the Establishment of Mathematics Laboratories in Schools

-.-

Yes No

l a there a mathematics laboratory in 5 5 95 95 >our school?

Do you have any labxatory 0 0 100 100 attendant'assistant working in your 0 mathematics laboratory?

Is any mathematics teacher in charge 5 5 9 5 95 of your schools maths laboratory?

Have you ever discussed the need for 36 36 64 64 t '<e egablishment of a mathematics laboratory in your school with your principal?

Table I summarizes teachers' responses on the establishment of mathematics laboratories in schools. From the table, it is clear that 5% of the sampled teachers claimed that mathematics laboratories are established in their schools, while 95% responded that their schools do not have mathematics laboratory.

Table 2: Percentage Responses on Position of Mathemallcs Laboratory in Schools

Position n %

1. Corners in Classrooms 0 0

2. Distinct room 5 100

Total 5 100

Table 2 indicates that the existing mathematics laboratories are located in disi inct rooms.

Table 3: T: &chers7 Responses on the Use of Laboratory Approach to Rlathematics Instructioe

--." -- -- V e q Often Sometimes Rarely

-

How often do you 0 0 0 0 100 100 use the laboratory approach in your niathematics instruction?

Table 3 indicates that the respondents have rarely used the laboratory approach in their mathematics instruction.

Table 4: Summary of Teachers' Responses on Principals' Major Reasons

- - for not Establishing Mathematics Laboratory - Reason n YO

Principal's lack of awareness of the need for 3 8.33 laboratory activities and experiences in mathematics

Lack of space 6 16.67

Lack of f inds 2 1 58.33

No need for a mathematics laboratory since teachers can always improvise teaching aids 3 8.33

To be discussed at P.T.A. meeting 3 8.33

Total 3 6 100

Table 4 summarizes the teachers' responses concerning their principals' major reasons for not establishing mathematics laboratory in their schools.

Research Question 2 Is location of schools a factor in the establishment of mathematics laboratories

in secondary schools?'

Table 5: Summary of Respnses on Existence of RIathirnaticJ Labc - ~ i o ~ y in C7chools According to Locztion. ------- ---- ------ ---..-

Yes No

Urban 5 5 55 5 5

Rural 0 0 40 40

Total 5 95 --- ..-

In table 5, out of the 60 respondents in the Urban schools, 5 claimed that they have mathematics laboratory in their schools, while 55 responded that they do not have mathematics laboratory. The 40 rural teachers s,,mpled claimed that mathematics laboratories do not exist in their schools.

Research Question 3 What learning aidsfinstructional materials are provided in the mathematics

laboratorie P?

Table 6: Summary of Teachers' Responses on instructional Materials Available in Their Mathematics Laboratory.

Material n YO

Flannel graph I 20 Abacus 2 40 Charts 2 40 Globe 1 20 Projectile 1 2 0 Counters 5 100 Mathematical set 2 40 Mathematical chess board 1 20 Models 5 100 Factor chess board 1 20 1-D Operational machine I 20 Number line 5 100 Equivdent fraction order board 1 - 20

Table 6 sumrn:~~rizes the responses of teachers on the leiarning aids\instructuctional matel-ials available in their mathematics laboratory.

Disci~ssion Results of the study ! law s:lown that mathen;atics laboratories are virtually non-

exislcnl in our secondary ~ c l i i ? ~ l s . Table I shows that only 5% of the respondi.nts claimed that they have mathematics laboratories in their schools. These mathenintics 13boratories are established as distinct rooms (table 2). This finding cont:asts with what obtains in the primary schools where a few schools have a rn,ithematics corner othenvise called a hopp ing corner (FME. 199218).

One intere5ting finding from the study is that although very few schools have rs!nblished mathematics laboratories. the laboratory approach to mathematics instruction is hardly used in the Secondary schools (table 3). One reason for this C C ~ J I ~ be that teachers are not familiar with how to organise their mathematics lessoris in the laboratory setting. Moreover, there are no Iabcratory assistants for the e \ ;sling mathematics laboratories. I t is obvious that the laborat03 cannot be co~lducted very successfully without laboratory assistantslattendants. The presence of the assistantsiattendants would make the programme to be less teacher-oriented. According to Sweet (1967), the laboratory assistant could assist in distribution of r:;aterials. help keep an account of equipment, and give individual help to those students who request for it.

From the results of the study, a few teachers have been able to conv:nce the school administrators of the need for the establishment of mathematics laboratories and the use o f laboratory approach in mathematics instruction. However, as stated by the respondents, one of the majcx reasons offered by administrators for the non-existence of mathematics laboratories was lack of fund. Other reasons in.cluded lack of space, and principals' lack of awareness of the need for laboratory activities and experiences in mathematics.

From the results of the study also, it is obvious that location of school is a factor in the establishment of maihematics laboratories. Although. no hypothesis was tes~ed. table 5 shows that the existing mathematics laboratories are located in the urban schools. Equality of educ .tional opportunities as stated in the National policy on Education (F.R.N..108 I), has therefore been violated. Schools in The rural areas are not receiving as much attention from both government and ad~iiir :-trators as schools in the urban areas. Perhaps. thts is one of the reasons why students in urban schools achieve and attain higher in mathematics than students in rural schools (Obodo. 1990).

Further, findings indicate that the Icsrning aids/instructional matsrials a ~ a i l a b l e in the. mathematics 1aboratc;ries are grossl! inadequate (tzble 6). The table sho\vs the instructional ma1erials:'learning aid3 a\.ailsble ill the esi5tir:g mathematics labor-aiorics as indicated by the respondents. Although the eq,lipmcnt fur a ~natlieniatics labora;ar>. will vary from ons school to another &pending upon the ;mount of money that is available for its purcha~ s and lipoh the nature of the laboratory activities, there are ce~lain basic equipment that must be pro\,ided.

According to Sweet (1967), materials contained in a mathematics laboratory should include movie projector. opaque prqjector, overhead projector, wuodworking table with tools. mechanical drawing instruments student slide rule. a transmit, a sextant. a plane table, displa!. cases. storage cabinets. a mathematics library if possible, shelves. a hypsometer nhich can be used in place of a sextant, scissors, compasses, protractors, rulers, poster board. heavy constructiol-I paper, wax paper, cardboard, casein glue. drinking straws, toothpicks. needle and threads, stapler, an angle mirror, tables of logarithms and square roots. se\eral one hundred-foot tapes, some wooden niallets and oakstakes. Groenend>,k ( 1 963), highlight& the following: overhead and wallscreen projection equipment. a complete library including a wealth of supplemental materials. rigid models of geometric shapes and designs and a variety of flexible models and figures. hand adding machines and electric calculators. drawing boards and instruments. magna ic chalkbaod and devices for use in explaining set theory, number line and numeration systems, a planimeter to aid i r l teaching an understanding of formulas for areas of regular and irregular figures. slide and film strip projectors. and a complete transit set. According to schussheim (1 978.17). the mathematics laboratory materials can be g r o ~ ~ p e d into: learning kits, tape programmes. manipulative learning materials, publications, mathematics ga1n.x and mathematics laboratory library.

Recommendation 1. Federal and state governments should provide funds to schools to enable the

establishment of ma~hematics laboratories ir. schoo1s. Government can permit school administrators to use the equipment fees ptid by student to equip the mathematics laboratories for their schoo1s.

2. Special rooms should be set aside for the mathematics laboratory, just as in the case of other science laboratories.

3 . Schools should have special periods in the time-! .ble alloted to lnborarory activities in mathematics. One wa?. it can be fitted into the schcdil z is to arrange for the mathenlatics laboratory to meet at the same time of day as

on^ o f 1 2 c c ~ c r e laboralo ies Then the niat' m a t i c s l a l x i t o r y c,in on a day when the ~ c i e n c e laboratory class is not in sek5ion.

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i'i.Jcri11 hlinistry of' Edi~cntion and Youth De\dopment World Rank assis:d Master tr;i~riers \vnrkshop. held at h e Insiilute of Education, University of ?'igeria, Nsukka.

I - L A ~ I Rtpuhlic of' Nigcria (1981). National Policy on Education. Lagos. ( i~- i )cncd~k. Cldzrt (1963). TI : Mathemxlcs Laboratory.The Ed~ ica twl Digesf. XXVIII,

(8 j. Mokilljp, M1.D., Cooney, T.J., Davis, E.J. and Wilson, J.W. (1978). Mafhematics

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Ohuchr. R.O. (1991). Iniproving achievement in mathematics at all levels. Lead paper 1" ~ ~ s e i t c d ;it thc ( 'onfi !-ence of the Miithematical Association of Nigeria (h4.A.N). held at the l!niversiy of Benin. 31st Aug. -2nd Sept.

I'crn. .I. (1970). The Teaching of Mathematics. Reading in the History of Mathematics. Waqhington : NCTM.

Schusssheirn, J.Y. (1978). A Mathematics Laboratory, Alive and well. /Irithmctic ~cachcr . 25, (8).

S\\ crt. linymond ( 1967), Organizing a Mathematics Laboratory. Thehlathematics Teacher. L A : (2)