Exploring Concrete Teaching Strategies using the Mathematics Laboratory Method to Enhance Learner Achievements in Zambian Secondary Schools

Abstract

This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre- test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that there was no statistically significant difference in the pre-test results between the two groups. On the other hand, results for the post test, which was administered after the control group was taught using the traditional method of teaching and experimental group using the mathematics laboratory method showed a statistically significant difference. The mean score for the post-test rose to 63.97%% and 68.13% for the control and experimental group respectively. Pupils who were taught using the Mathematics Laboratory Method performed better than those who were taught using the Traditional Method of teaching. The study recommends the adoption of Mathematics Laboratory Method in Secondary Schools so as to enhance learner achievements in Mathematics.