Effect of Open Ended Teaching and Learning Approach on student’s motivation to learn Three Dimensional Geometry

Abstract

Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance, students’ motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners’ low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach (OETLA) on student’s motivation to learn Three Dimensional Geometry. The study employed Solomon four non-equivalent control group design. The two experimental groups (E1& E2) received OETLA treatment while the control groups (C1&C2) were taught using the conventional teaching and learning methods. Only E1& C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani District in Kisii County. Purposive sampling was used to obtain the four district mixed-sex secondary schools for the study. A total of 40 students from each of the four schools were sampled. The sample size was thus 160 students. A Students’ Mathematics Achievement Test (SMAT) was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbach’s Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. ANOVA and t-test were used for data analysis. The level of significance for acceptance or rejection of hypothesis was at 0.05 alpha. This study concludes that the use of OETLA resulted to a higher academic achievement in mathematics when compared to the traditional method of learning mathematics. This study recommends that mathematics teachers in secondary schools make use of OETLA to enhance students’ motivation to learn mathematics and by extension, improves their academic performance in the subject.

Key Words — OETLA, Open Ended Teaching and Learning Approach, Students, Motivation, Three Dimensional Geometry, Geometry.