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INDIVIDUALIZED SYSTEM OF INSTRUCTION AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS

INDIVIDUALIZED SYSTEM OF INSTRUCTION AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS

Mbwas, C. D, Ajoro, M. D and Pofwon, P.P
Department of Basic Studies,
Plateau State College of Agriculture, Garkawa, Plateau State, Nigeria

ABSTRACT
The study investigates a more appropriate instructional strategy targeted at improving student’s performance in mathematics. In consequence, the present study was designed to examine the effectiveness of individualized system of instruction in facilitating achievement among thirty junior secondary two (JS II) mathematics Students in shendam area inspectorate division. A pre-test post-test control group quasi-experimental design was adopted for the study which made use of two schools that served as experimental and control groups respectively. The experimental group received instruction on the individualized system of instruction while the control group received no such instruction. The treatment which covered mathematics achievement test (r = 0.85) and the self-learning instructional packages with self-assessment exercise (r = 0.82).
Data were collected and analyzed using t-test statistics. Result indicated a significant difference in the mean achievement score between the ISI and the control group. On the other hand, no significant difference was found between the achievement score of male and female students exposed to ISI. One of the implication of the findings is feat abstract concepts could be taught using the ISI.                

Background
The general decline in the performance of students in science/mathematics subjects have become a source of concern to parents and educators alike. Documented research evidence (Abdullahi, 1982, Salami, 1991) has equally buttressed low academic performance of secondary school students in the science disciplines (Mathematics). Being the fundamental pivot of all the sciences, the woeful performance of students in integrated science might have led to seeming inability of science education programmes in Nigeria to sustain the base for technological development. The reason for the dismal performance in mathematics may not be farfetched. The methods of mathematics instruction at the secondary school level have received wide criticisms among scholars and experts like (Ajayelemi, 1981; Oladimeji, 1984) as being responsible for such performance.


As a result of the identified problem, the attention of many mathematics educators has continued to be directed towards the search of alternative and more appropriate method for mathematics instruction. Much research energy has been expended on other teaching methods (Nwaorgu, 1985; Obioma, 1982) aimed at improving students performance in science/mathematics. However, not much effort has been directed at empirical researches individualized system of instruction (ISI) in relation to Nigerian students’ performance in mathematics (Salami, 1991; Madukwe, 1985). The personal system of instruction is a form of mastery learning strategy propounded by Keller (1968). According to him the personalized system of instruction emphasizes selection and alteration of the responses as well as specification of contingency between the response and the re-enforcer. The most notable feature of ISI is that it has a self pacing characteristic that allows each student to progress through the course at his/her own pace. Despite the paucity of research efforts on ISI in Nigeria, research reports elsewhere (Williamson, Sewell & McCoy, 1991) indicate its superiority over conventional methods of teaching as well as its non-sex discriminatory nature in enhancing performance. Could be same findings apply in Nigerian school setting? The quest for an answer to the pertinent question informed the present study. 

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