Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems

Frank Owusu, Augustina Adu and Dennis Offei Kwakye
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Frank Owusu: Department of Mathematics and ICT, St. Loui College of Education, Kumasi, Ashanti Region, Ghana Nigeria.
Augustina Adu: Department of Mathematics and ICT, St. Loui College of Education, Kumasi, Ashanti Region, Ghana
Dennis Offei Kwakye: Department of Mathematics and ICT Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Upper West Region, Ghana

International Journal of Research and Scientific Innovation, 2022, vol. 9, issue 3, 69-74

Abstract: The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils in mathematics non-routine problems. An independent sample t-test was employed to compare the values between the experimental and control groups to evaluate the data at an alpha level of 0.05. In addition, the effects 5Es inquiry-based approach on students’ mathematics non-routine problems was assessed based on gender. The results indicated that pupils taught using 5Es with teaching aids outperformed their counterparts taught using lecture method with teaching aids. Also, the results indicated that female learners perform better than male learners in mathematics non-routine problems. It is therefore recommended that when teaching pupils mathematics non-routine problems, 5Es supported with teaching aids should be adopted. A Teacher Made Test (TMT) was used to assess pupils’ knowledge on non-routine problems in mathematics.

Date: 2022
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