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The main purpose of study was to investigate junior high school pupils’ conception of
linear inequalities in one variable in ‘Have’ Circuit of the Afadzato South District in
the Volta Region of Ghana. Specifically, the study sought to examine pupils
conceptions of linear inequalities, to identify the benefits pupils derived from
understanding linear inequalities concepts in mathematics and to identify conceptual
change in male and female pupils learning outcomes in linear inequalities in ‘Have’
Circuit of the Afadzato South District. Three research questions were raised to answer
the research problem. The study adopted descriptive survey as a research design.
Simple random sampling, stratified sampling techniques and Yamene’s formula (1967)
for sample size determination were used to select three hundred and ten (310) pupils
from all nine (9) junior high schools in the Have Circuit. A questionnaire, interview
guide and Algebra Diagnostic Test were the instruments used to collect both
quantitative and qualitative data for the study. Analysis of data was carried out using
descriptive statistics and t-test analysis. The findings of the study revealed that 125
(40.3%) of the number of pupils have developed the desired conceptions of linear
inequalities which enabled them to perform well on the algebra diagnostic test. With
regard to the benefits of understanding linear inequalities concepts in mathematics, 146
(47.1%) indicated that it enhanced their understanding of word problems that are
associated with the inequality concept. Moreover, the findings revealed that the mean
difference was statistically significant (Mean Deviation = 1.516, p < 0.05); Standard
Error Difference of 1.606 (Mean Deviation = 1.516, p < 0.05; Standard Error Difference
= 1.606). This statistical achievement mean the test actually had positive impact on the
boys’ and the girls’ performance. Based on the findings of the study, it was
recommended that stakeholders should encourage and motivate pupils to improve upon
their study habits for better performance in mathematics at the basic level as this has
the tendency to stimulate and motivate students to see mathematics as an easy subject
since every concept in mathematics is related to another higher concept. Moreover, it
was recommended to the authorities of basic education (headmasters and
headmistresses, District and Municipal Chief Executives of Education and Ministry of
Education) to provide logistics such as teaching and learning materials at the basic
education level as far as the learning of mathematics is concerned to arouse the interest
of the pupils in the learning of mathematics at that level. Furthermore, mathematics
clinics, workshops and in-service training should be organised regularly for
mathematics teachers at the basic level to update or upgrade their knowledge on
efficient contemporary strategies and methodologies that should be used to teach
mathematics at the basic level. In addition, effective supervision and encouragement of
mathematics teachers at the basic level on how to teach effectively linear inequalities
will help pupils at the basic level to develop interest and appreciate for the mathematics
subject so that they can pursue it at a high level. |
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