Learner comprehension and performance on threshold topics in mathematics

Abstract

Mathematics is the cornerstone of development of any contemporary society as attaining self-reliance requires creative and problem solving individuals who can identify opportunities in their environment. Hence the concern for continued poor performance by learners leads to increasing research to identify possible factors contributing to the decline in learners’ performance. However, a study on learner’s threshold concepts in Mathematics would provide a useful framework for improving teaching and learning in secondary school education and therefore, the study aimed to establish those threshold concepts learners’ faces. The objectives of the study included to: discuss the influence of teaching strategy on learners’ performance in quadratic equations and functions with one known; describe learners’ score performance in solving quadratic equations and functions with one known; analyze learner’s threshold concepts in solving quadratic equations and functions with one known that may attribute to gender. to determine gender difference if any, that may exist in the cognitive level and school type performance of quadratic equations and functions with one known and determine relationships if any between gender, teaching strategy and school type on one hand and performance in quadratic equations and functions with one known on the other hand. Piaget’s cognitive development and Vygotzy theories of learning guided the study. A descriptive survey research design and a mixed method research paradigm was employed. Learner’s diagnostic test instrument containing quadratic equations and functions was designed based on Bloom’s cognitive domains of learning was administered. Quantitative data collected was analyzed using the statistical package for social sciences (SPSS and SPSS, macro processing for interaction effects) and both descriptive and inferential statistics was used in making interpretations based on the objectives of the study. Computer Aided Qualitative Data Analysis (CAQDA), Nvivo pro 11 software was used to analyze qualitative data. The study found that teachers used problem solving, use of examples and lecture methods as the teaching strategies. Learners used factorization, completing square and quadratic formula methods to solve quadratic equations. Also teaching strategy was a significant determinant of learners’ performance than school type. More detailed exploration of the students’ difficulties in solving quadratic equations and functions with one known is a crucial prerequisite for any further attempt to improve the quality of Mathematics education and the levels of performance. Considering these issues, teachers should ask learners to explain a threshold concept, to represent it in new ways, to apply it to new situations, to connect it to their lives. The emphasis is equally strong that they should not simply recall the concept in the form in which it was presented. Teachers should be cautious when making assumptions about what learners’ uncertainties might be.