Students’ Perception of Instructional Tasks and Mathematics Achievement: The Case of Some Selected Government Secondary Schools in Nefas Silk-Lafto Sub City, Addis Ababa
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Date
2011-11-30
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Addis Ababa University
Abstract
The purpose of the study was to assess students’ perception of instructional task and mathematics achievement in nefas silk lafto sub city, Addis Ababa. It was also to investigate major factors that influence students’ perception of instructional tasks in grade 10 mathematics learning. Out of six government high schools three of them were taken as sample by cluster sampling techniques. In each school all of the students in one section were included in the study by cluster sampling techniques. Among those students some of them were selected by purposive sampling techniques for interview. Mathematics teachers and principals were also selected by purposive sampling techniques. A method used was descriptive survey method. Four basic research questions about the students’ perception of instructional tasks and mathematics achievement, one question about the major factors that influence students’ perception of instructional tasks and mathematics achievements were treated. Perception scale, achievement test and interviews were used as data collecting instruments. The result of the study revealed that students’ perception of individual tasks had on significant impact on students’ mathematics achievement. The study also indicates that Students and teachers interest in implementing instructional tasks in mathematics learning were unfavorable and some basic factors were identified. Finally, some possible recommendations are made based on the findings of the study so as to see favorable perception of students and effective implementation of instructional tasks in mathematics teaching and learning process.
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perception, instructional task, components of instructional task, achievement