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Using beam balance to assist DBE students to improve on their conceptual knowledge of linear inequalities in one variable

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dc.contributor.author Fiakumah, W. K.
dc.date.accessioned 2020-02-26T11:48:57Z
dc.date.available 2020-02-26T11:48:57Z
dc.date.issued 2012-12
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/644
dc.description A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION FACULTY OF SCIENCE EDUCATION SUBMITTED TO THE SCHOOL OF RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION DEGREE IN MATHEMATICS EDUCATION (M. ED) en_US
dc.description.abstract This study was undertaken to assist DBE ONE „A‟ students of St. Francis College of Education, Hohoe to improve on their conceptual knowledge of linear inequalities in one variable using the beam balance model. The entire DBE ONE „A‟ students represented the population of the study. Data was gathered through instruments such as test in the form of pre-test and post-test. Due to the large size of the population a total of 40 students which represented 20% of the 200 DBE ONE „A‟ students comprising of 15 women and 25 men were selected to represent the sample size of the study. The purposive sampling technique was used to select DBE ONE „A‟ students of St. Francis College of Education, Hohoe, since this was the school where I encountered the problem with the students. This procedure was also used because the students can be easily accessible for the data to be collected for the study. I also considered this class because the students had attained some level of maturity required for self and cooperative use of the seesaw or the balance model with minimal tutor intervention and supervision, hence ensuring their full participation in the study. The findings of the study revealed that there has been a drastic improvement in the students‟ ability level as far as the study of linear inequalities is concerned, which is the result of the intervention put in place using the Beam Balance Model. It was also observed that the students have developed more positive attitude towards the use of the Beam Balance to explore other mathematics concepts without any instructions from any tutor. Analysis and discussions were made to ascertain the effectiveness of the research intervention. A recommendation was then made to further researchers, teachers and curriculum developers. The researcher therefore recommended that Beam Balance must be used as a teaching learning material for mathematics especially in the teaching of linear inequalities in one variable. University en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject Beam en_US
dc.subject Beam balance en_US
dc.subject Linear inequalities en_US
dc.title Using beam balance to assist DBE students to improve on their conceptual knowledge of linear inequalities in one variable en_US
dc.type Thesis en_US


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