Programmed Instruction and Students’ Comprehension of the Concept of Quadratic Equations in ITU Local Government Area

Abstract

This study investigated the effect of programmed instruction on secondary school students’ comprehension of the concept of quadratic equations in Itu Local Government Area of Akwa Ibom State. The study adopted a quasi-experimental, non-equivalent pre-test post-test control group design. A sample of 104 Senior Secondary Two (SS2) students was drawn from two public co-educational schools using random sampling technique. The instrument for data collection was the Quadratic Equation Comprehension Test (QECT), developed and validated by the researchers with a reliability coefficient of 0.82 using the Kuder-Richardson formula (KR-20). Two research questions and two null hypotheses guided the study. Data collected were analyzed using mean, standard deviation, and independent t-test at 0.05 level of significance. Findings revealed that students taught quadratic equations using programmed instruction achieved significantly higher comprehension scores than those taught using the conventional method. Furthermore, there was no significant difference between the mean comprehension scores of male and female students exposed to programmed instruction. It was concluded that programmed instruction enhances students’ comprehension of quadratic equations irrespective of gender. It was recommended that mathematics teachers adopt programmed instructional strategies in teaching algebraic concepts to promote active learning, deeper understanding, and gender inclusivity in mathematics classrooms.