Effect of Metalinguistic Learning Approach on Students’ Achievement in Secondary Schools Statistics in Makurdi Metropolis, Benue State, Nigeria

Abstract

Statistics is an indispensable aspect of mathematics that affects every facet of human endeavour. However, empirical evidence shows that students achieve poorly in mathematics at the School Certificate level due to poor attempt of statistics related questions. Research findings further indicated that this low achievement may be attributed to pedagogy and this has necessitated this study. Three research questions and three hypotheses guided the study. The study made use of a quasi-experimental design of non-randomized Pretest- Posttest control group. A sample of 350 SS2 students was drawn from a population of 2,665 SS2 students in Makurdi Metropolis using Yaro-Yamen’s formula. In each of the four secondary schools, intact classes were used.  Two sets of lesson plans on the topics under study were developed for the experimental and control groups respectively. Data were collected using Statistics Achievement Test (SAT).Research questions were answered using means and standard deviations while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings among others   include that metalinguistic learning approach improved students’ achievement in statistics and MLA did not significantly differentiate between male and female students’ achievement scores in statistics. Based on the findings of this study, it was recommended that mathematics teachers should be encouraged to use MLA in their mathematics classroom among others. Adequate suggestions were further made. 

Keywords: Metalinguistics, Learning approach, Students’ achievement, Statistics, Mathematics teachers.