Programmed instructional method of teaching on students achievement in mathematics

The study is to investigate the effects of programmed instructional package on secondary school students’ achievement in mathematics. The study employed a quasi experimental procedure. The specific design is non-equivalent control group design. The sample for the study comprised of 300 SSII students drawn from four co-educational secondary schools in Awgu Education Zone of Enugu state. The four secondary schools were randomly sampled from a total of 46 secondary schools in the zone as at the time of this study. Two intact classes from the four schools were randomly assigned to the experimental group while the remaining two classes were assigned to the control group. Two research questions and one hypothesis guided the study. The experimental group was taught mathematics using programmed instructional package while the control group was taught the same contents using conventional method. Data for the study on the students’ achievement in mathematics were collected using mathematics achievement test. Data were analyzed using adjusted mean, standard deviations and analysis of covariance (ANCOVA). The results of the study revealed that programmed instructional package is superior to the conventional package in improving students’ achievement in mathematics. Programmed instruction did not discriminate significantly across gender in terms of achievement in mathematics. The results of the study also revealed that there was no significant interaction between gender and instructional approach on students’ achievement in mathematics. Based on findings the researcher made recommendations and suggested areas for further studies.