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Full Length
Research Paper
Effect of career-related Instruction on Students’
Mathematics Achievement in Senior Secondary Schools in Benue
State, Nigeria.
1O’kwu,
Emmanuel Ijenkeli and 2Anyagh, Paul Igber
1Department
of Curriculum and Teaching, Benue State University, Makurdi,
Nigeria.
2Department
of Mathematics, College of Education, Oju, Nigeria.
*Corresponding author E-mail:
Okwuemma@yahoo.com ;
Phone: 08065370675
Received 06 July, 2010; Accepted 04 August, 2010
The study investigated the effect of career-related
instruction on students’ achievement in mathematics in Benue
State, Nigeria. A non-randomized pretest-posttest
quasi-experimental design was adopted for the study since
intact classes were used in the sampled schools. Seven
hundred and seventy-four senior secondary two (SS2) students
drawn from eight secondary schools in the three education
zones of Benue State were involved in the study. One
instrument, Mathematics Achievement Test (MAT) was used for
the collected data. A two-way analysis of covariance (ANCOVA)
was used for analyzing the data collected. Finding of the
study showed that students taught mathematics using
career-related instruction had a significantly higher mean
achievement score than their counterparts taught mathematics
using conventional methods. It was concluded that
career-related instruction enhances students’ achievement in
mathematics and should therefore be encouraged as an
additional teaching strategy in Nigeria.
Keywords: Mathematics, Education, Career-Related
Instruction, Achievement in Mathematics |