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RESEARCH PAPER
Making quadratic functions interesting: Students teams-achievement division instructional strategy
1
University of Johannesburg, Johannesburg, SOUTH AFRICA
Publication date: 2024-01-03
EURASIA J. Math., Sci Tech. Ed 2024;20(1):em2386
KEYWORDS
ABSTRACT
Algebra plays a central role in school mathematics as it is a critical factor for success in
mathematics courses such as calculus and geometry. This investigation aimed to establish the
effectiveness of students teams-achievement division (STAD) strategy on students’ academic
achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the
study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into
experimental and control groups. The sample comprised 136 students (61 students in control
group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The
quadratic functions assessment test, four questions (each with four items) with appropriate
validation, served as the tool for data collection. Reliability was attained using the test-re-test
method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86.
Three hypotheses were generated and analyzed using analysis of covariance at a significance level
of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra.
Likewise, gender did not impact the achievement of the participants in algebra. It was
recommended that the Nigerian Educational Research Development Council arrange workshops,
training, and seminars on incorporating learner-friendly instructional strategies such as STAD.
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