Effect of Assessment Supported Instructional Model on Secondary School Students’ Interest in Mathematics in Onitsha Education Zone

Abstract

The study investigated the effect of Assessment supported instructional model (ASIM) on students’ interest in mathematics in Onitsha Education zone of Anambra state. Two questions guided the study while three hypotheses were tested. Quasi-experimental research design was adopted for the study. The population was made up of 6,257 senior secondary two student (SS2) offering mathematics. Purposive and random sampling techniques were used to draw a sample of 130 SS2 students offering mathematics from 19 co-educational schools in the Zone. Students’ Mathematics Interest Rating Scale (SMIRS) was used to collect data for the study. The instruments was validated by three experts and the reliability coefficient of 0.81 was obtained for SMIRS using Cronbach Alpha. Data were collected by administering the instruments as pretest and posttest. Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 alpha level. Findings of the study showed that assessment supported instructional model (ASIM) significantly improved students’ interest in mathematics more than Conventional System of Instruction (CSI). Also, ASIM enhanced interest of students in Mathematics equally irrespective of gender. Based on the findings, it recommended that ASIM should be used in teaching and learning of mathematics in secondary school by mathematics teachers.

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