Abstract:
The present study investigated effects of the use of Active Pedagogy on Senior High
School students’ achievement in logical reasoning in the West Mamprusi District
(WMD) of the North East Region of Ghana. The study employed a Quasiexperimental
design with pre-test post-test control groups design which involved a
sample of three hundred and forty (340) students from the four Public Senior High
Schools of the district, using convenience and purposive sampling techniques.
Observation, Achievement Test and questionnaire were instruments used for data
collection. The results from the data indicated that most mathematics teachers in the
West Mamprusi District use traditional teaching method in their classrooms. Analysis
of students’ pre-test scores of both treatment and control groups gave F(1,338)= .542
and p-value = .462 and 𝐸𝑓𝑓𝑒𝑐𝑡 𝑠𝑖𝑧𝑒(𝜂2) = 0.077, which indicates that before the
intervention, students from the control groups and the experimental groups were on
the same level of achievement in logical reasoning. While the post test scores of both
treatment and control groups gave F(1,338)= 15.131 and p-value = .000 and
𝐸𝑓𝑓𝑒𝑐𝑡 𝑠𝑖𝑧𝑒(𝜂2) = 0.421, which showed that the active pedagogy teaching approach
was significantly better than the traditional teaching approach in enhancing students’
achievement in logical reasoning. The researcher therefore recommended that the
Curriculum Research Development Division (CRDD) of the Ghana Education Service
in collaboration with the related agencies in the Ministry of Education should
organize in-service training for SHS teachers on the effective implementation of
Active Pedagogy.
Description:
A Thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of Graduate Studies in
partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
