ABSTRACT
This study sought to explore the effect of numeracy training on the achievement in classification and numbering of objects among primary school pupils in Imo State. Eight research questions and eight null hypotheses guided the study. The study adopted a Quasi-experimental design of pre-test, posttest non-equivalent, non-randomized, control group design using 4 x 2 factorial matrix. A total of 120 pupils that were sampled from a population of 31,478 pupils identified to be lacking in classification and numbering of objects was used for the study. The study adopted multi-stage sampling technique Two instruments titled “Achievement Test in Classification of Objects (ATCO) and Achievement Test on Number Concept (ATNC)” were developed by the researcher through extensive review of literature and used for data collection. The instruments were validated by three experts from Guidance and counselling, Educational Psychology and Educational Measurement and Evaluation all in the College of Education, Michael Okpara University of Agriculture Umudike, Abia State. The Spearman-Brown prophecy formula was applied to the correlation to determine the reliability. A split-half correlation of 0.82 considered high enough, indicating that the instruments are reliable for the study. Data were collected in three phases of pre-treatment phase, treatment phase and the follow-up periods. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The results showed among others that: numeracy training on recognition, conservation and discrimination significantly increased the achievement in classification and numbering of objects among primary school pupils at posttest period. Male and female participants did not differ significantly on the achievement in classification and numbering of objects mean score the primary school pupils exposed to numeracy training on recognition, conservation and discrimination. It was concluded that numeracy training significantly enhances classification and numbering of objects among primary school pupils in Imo state. Based on the findings, discussion, implication and recommendation were made. The prominent recommendation was that teachers who have some pupils with problems in classification and numbering of objects in their classes could effectively reduce it using numeracy training strategy without gender discrimination.
TABLE OF CONTENTS
Title page i
Declaration ii
Dedication iii
Certification iv
Acknowledgements v
Table of Contents vi
List of Tables viii
List of Figures xi
Abstract xii
CHAPTER 1:
INTRODUCTION 1
1.2 Statement of the Problem 9
1.3 Purpose of the Study 10
1.4 Significance of the Study 10
1.5 Research Questions 12
1.6 Hypotheses 13
1.7 Scope of the Study 14
CHAPTER 2: REVIEW OF RELATED LITERATURE 16
2.1 Conceptual Framework 16
2.1.1 Classification of objects 16
2.1.2 Numeracy and Numbering 19
2.1.3 Numeracy Training on recognition,
conservation and discrimination of objects 20
2.1.4
Achievement in classification of objects 27
2.1.5
Achievement in numbering of objects 28
2.1.6. Gender and achievement in
classification and numbering of objects 31
2.2 Theoretical Framework 32
2.2.1 Theory of cognitive development by Jean
Piaget (1970) 32
2.2.2 The
goal setting theory 34
2.2.3
Task performance theory 35
2.3 Review of Empirical Studies 40
2.4 Summary of Reviewed Related Literature 41
CHAPTER 3: METHODOLOGY 49
3.1 Design
of the Study 49
3.2 Area
of the Study 50
3.3 Population
of the Study 52
3.4 Sample
and Sampling Technique 53
3.5 Instruments
for Data Collection 54
3.6 Validation
of the Instruments 56
3.7 Reliability
of the Instruments 57
3.8 Method
of Data Collection 59
3.9 Method of Data Analysis 63
CHAPTER 4: RESULTS AND DISCUSSION 65
4.1 Results 65
4.2 Major Findings of the Study 79
4.3 Discussion of Findings of the Study 80
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 85
5.1 Summary 85
5.2 Conclusion 87
5.3 Educational Implications of the Study 88
5.4 Recommendations 89
5.5 Limitations of the Study 89
5.6 Suggestions for Further Studies 90
REFERENCES 91
APPENDICES 100
LIST OF TABLES
TABLES PAGES
4.1: Table 4.1: Pre-Test, Post-Test Mean Scores of
the Effect of
Numeracy Training on
Recognition
on Achievement in
Classification on Objects among Primary School Pupils and
Control at Posttest Period 65
4.2: Summary of the 2-Way Analysis of Covariance of on Mean Scores
of the Effect of
Numeracy Training on Recognition on Achievement in Classification of Objects Among Primary School Pupils
and Control at Posttest Period 66
4.3: Pre-test- Post -Test Mean of the Effect of
Numeracy Training on
Recognition on Achievement in Classification of Objects
among
Primary School Pupils and Control at Posttest Period 67
4.4: Summary
of the 2-Way Analysis of Covariance of
on Mean
Scores of the Effect of Numeracy Training on Recognition
on Achievement in Numbering of Objects among Primary
School Pupils and Control at Posttest Period 68
4.5: Pre-test- Post -Test Mean of the Effect of
Numeracy Training on
Conservation on
Achievement in Classification of Objects
among Primary School Pupils and Control at
Posttest Period 69
4.6: Summary of the 2-Way Analysis of Covariance of on Mean
Scores of the Effect
of Numeracy Training on Conservation on
Achievement in Classification of Objects among Primary
School
Pupils and Control at Posttest Period 70
4.7: Pre-test- Post -Test Mean of the Effect of
Numeracy Training on
Conservation on
Achievement in Numbering of Objects among
Primary School Pupils and Control at Posttest Period 71
4.8: Summary of the 2-Way Analysis of Covariance of on Mean Scores
of the Effect of Numeracy Training on Conservation
on Achievement in Numbering of Objects among Primary
School Pupils and Control at Posttest Period 72
4.9: Pre-test- Post -Test Mean of the Effect of
Numeracy Training on
Discrimination on Achievement
in Classification of Objects
among Primary School Pupils and Control at Posttest
Period 73
4.10: Summary of the 2-Way Analysis of Covariance of on Mean Scores
of the Effect of Numeracy Training on Discrimination on
Achievement in Classification of Objects among Primary
School
Pupils and Control at Posttest
Period 74
4.11: Pre-test- Post -Test Mean of the Effect of
Numeracy Training on
Discrimination on
Achievement in Numbering of Objects among
Primary School Pupils and Control at Posttest Period 75
4.12: Summary of the 2-Way Analysis of Covariance of on Mean Scores
of the Effect of Numeracy Training on Discrimination on
Achievement in Numbering of Objects among Primary
School Pupils and Control at Posttest Period 76
4.13: Pretest-Post
Test Mean Scores and Stand Deviation of the Difference between
Achievement in Classification and Numbering of Object Scores
of Male and Female Primary School Pupils based on
Exposure
to Numeracy Training on Recognition,
conservation and
Discrimination 77
4.14: Summary
of the 2-Way Analysis of Covariance of the Difference
between Achievement in Classification and Numbering of Object
Scores of
Male and Female Primary School Pupils based
on Exposure to Numeracy
Training on Recognition,
Conservation and Discrimination 78
LIST OF FIGURES
FIGURES PAGE
3:1 Diagrammatic Representation of Subject
Distribution 54
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Abundant research in classification and
numbering objects has consistently shown that children's knowledge about
numbers involve several components. Each of these components emerges and develops
at different times, from age two into adolescence, and that the grasp of some
complex components require knowledge of the simpler ones. Yet, most of this
research has tended to focus on the development of a few aspects of number
development and so cannot comment on how classification in one component
affects development in others (Federal Republic of Nigeria, FRN, 2019);
especially at primary education levels.
Primary education in Nigeria is now part of
the basic education which entails six (6) years of primary education and three
(3) years of junior secondary education.
Primary school education is the type of education given to pupils
between six and twelve years of age, which fall under Piagetian pre-operational
and concrete operational stages of cognitive development. The Federal Republic
of Nigeria (FRN, 2013) in the National Policy on Education (NPE) defined
primary education as the education given in primary education institutions for
pupils between the ages six to twelve years and is for duration of 6 years. The
age levels are also the focus of this study. According to the Federal Republic
of Nigeria as stipulated in the National Policy on Education (FRN, 2013: 7),
the specific objectives of primary education are to:
inculcate permanent literacy, numeracy and
the ability to communicate effectively; lay
a sound basis for scientific, critical and reflective thinking; promote patriotism, fairness, understanding
and national unity; instill social, moral
norms and values in the child; develop in the child the ability to adapt to the changing environment and provide
opportunities for the child to develop life manipulative
skills that will enable the child function effectively in the society within the limits of the child’s
capability (p.7).
The objectives tend to direct the current
study. Thus, within the six years of primary education, pupils between six to
twelve years are expected to acquire effective reading, writing and
communicative ability. They are also expected to learn the fundamentals of
pragmatic thought, develop, possess and exhibit the ability to classify objects
and things in their daily interaction with their environment. However, this
study focused on numeracy training on the achievement on classification and
numbering of objects and gender relate to them. The researcher’s background
experience as a primary school teacher for more than five years in two primary
schools in Imo State showed that some pupils in lower classes lack the ability
to classify and number objects; which has caused low achievement in mathematics
and scientific skills in addition to communicative skills.
Number
sense refers to a cognitive framework that allows pupils to understand, but
gradually develops into a much more advanced system of conceptual knowledge
that allows a person to intuitively understand abstract number relations (Den-Bos,
2018). Wagne
(2010) posited that until pupils can conserve number, counting is meaningless
and to understand counting, pupils must understand that each number includes
numbers that precede other numbers. Wagne (2010) indicated that in Nigeria,
some pupils enter primary schools without good ideas about number. This is because a large number of pupils in
primary 2 and 3, know little or nothing about number than the ability to
count. It takes time and a variety of
experience for teachers to teach pupils to develop a full understanding of
number that will grow into more advanced number-related concepts (Vercillo, 2012
& Melinda, 2012).
Numeracy is
the ability to understand and manipulate numbers, and to recognize and utilize
mathematics concepts in the world and entails how individuals use and apply
mathematics concepts to live and grow in the world. Crown (2019) noted that numeracy skills involve
addition, subtraction, multiplication and division which are core mathematics
operations. Classification and numbering can all be extended to larger numbers,
operations of basic facts and computation (Hornung
et al., 2014). Thus, the child's ability to present figures
clearly is an indication that the child has knowledge of numbers. In this
perspective, learners require adequate classification and numeracy training.
Classification
refers to the child's ability to arrange or organize objects clearly for easier
understanding. The ability of primary school pupils to identify and classify
objects in order of length or height, and also in terms of events and the time
of their occurrence indicates that the pupils
now reason logically (Sasanguie et al., 2013; Park &Brannon, 2013). This implies that primary school pupils can
develop the ability to classify and classify things, objects and other materials
around in their environment. For Nagpal (2019), an example of classification of
objects may be as follows: objects made of wood - table, chair, bed, door;
objects made of metal - nail, magnet, coin, utensils; objects made of glass -
funnel, mirror, beaker, test tube and objects made of plastic - toy, ruler,
mug, polythene bag, boxes and more. Classification is one of the earliest
mathematics concepts. A sampling of these attributes and attribute values at
the quality level as provided by Research and Development Institute (2020) is
follows: Shape (square, circle, triangle, rectangle), Size (large, small, big,
little), Weight
(heavy, light), Length (short, long), Width (wide, narrow, thick, thin)
and Height (tall, short).
The development of classification concepts
involves some sequential stages such as discriminating between the same and
different objects and things; matching, grouping and categorizing according to
specific criteria and classifying according to a variety of dimensions. It is therefore important to understand the
status of classification in Nigerian schools. Iji
and Omenka (2015) noted the prevailing poor performance in the classifications
of the mathematics concepts as a result of the academic background of the
individual mathematics teachers (in terms of exposure to mathematics courses
during their teacher training), the type of training programmes the teachers
underwent and the emphasis placed upon mathematics’ subject matter contents. Isack (2015)
reported several reasons for the pupils’ poor performance in mathematics with
regard to classification; the reasons are lack of qualified mathematics
teachers, pupils’ lack of interest and as well as negative attitude towards
mathematics, teachers own negative attitude and incompetence and poor methods
of the teaching. Ezeugwu et al. (2016) posited that the use of game-based
instructional technique in teaching could influence pupils’ achievement and
interest in classification-related aspects of mathematics. Considering the
above picture about classification, one may rightfully say the status of
classification is poor in Nigerian schools and there is need for training in
classification of objects.
Training
is the act of teaching and learning
activities carried on for the purpose of helping learners to acquire knowledge
as well as apply the required knowledge, skills and attitude in future
endeavours. Training, as posited by Toll and Van Luit (2014), is the process of teaching someone the
basic skills that the person needs to effectively perform a job. It is the act
of increasing the knowledge and skill of employees
for doing their job. Training in this context is described as the systematic
modification of behaviour or intellectual development in pupils which occurs as
a result of education, instruction, development and planned experience by their
teachers or instructors (Darling-Hammond, & Flook et al., 2019). Training is therefore an instrument
that should be employed to help pupils to develop into a sound and effective
personality, capable of self-actualization, and with the right type of values,
tasks and attitudes for survival.
Numeracy training may involve learning the connection
of the mathematics that pupils
learn at school that require the
skills of problem-solving, critical judgment, and sense-making related to
applied contexts (Kangan, 2021). Bisanz (2011)
noted that numeracy training is the act of teaching learners and individuals
the ability to count, name numbers, and make distinctions between different
quantities. It is any teaching, preparation and education intended to transfer
to individuals the knowledge and skills necessary to
successfully manage and act in response to mathematics demands posed by varied
situations, involving objects, pictures, numbers, symbols, formulas, diagrams,
maps, graphs, tables and text. Similarly, Kangan
(2021) implied that literacy training is the process of teaching
reading, writing, and manipulation of mathematical operations in ways that
allow individuals to communicate successfully to a diversity of different
audiences and to construct sense of the world. Thus, it can be said that
numeracy training entails teaching of basic mathematics operations such as
addition, subtraction, multiplication and division; distinguishing between
larger quantities, attainment of fact fluency, knowledge needed to create sums
and differences developing more complex number skills and arithmetical
competencies in a flexible, suitable and precise manner.
Numeracy
training can be influenced by certain factors. Rachael (2019) revealed that
factors that tend to influence training on numeracy are auditory, visual,
kinesthetic and multi-sensory factors. It can also be determined by how much one enjoys
the subject, previous experiences of mathematics or education in general,
language, communication, learning disabilities, physical conditions or
disabilities, sensory impairments and fear of Mathematics. Similarly, Belhu (2017:2) noted that:
factors that have the capacity to influence
numeracy training and learning include: intellectual factor which implies success
in school is generally closely related to level of the intellect as pupils with
low intelligence often encounter serious difficulty in mastering schoolwork;
learning factors mean factors owing to lack of mastery of what has been taught,
faulty methods of work or study, and narrowness of experimental background;
physical factors signify factors as health, physical development, nutrition,
visual and physical defects, and glandular abnormality; mental factors indicate
attitude falls under mental factors attitudes are made up of organic and
kinesthetic elements; emotional and social factors such as instincts and
emotions, and social factors such as cooperation and rivalry, are directly
related to a complex psychology of motivation; teachers’ personality imply teachers
as an individual personality are an important element in the learning environment
or in the failures and success of the learner and environmental factor shows physical
conditions such as classrooms, textbooks, equipment, school supplies, and
other instructional materials.
Training
in numeracy may assume several approaches. For instance, in using socio-constructivist approaches for mathematics education, contexts
are seen as everyday social situations that make sense to the learner and that
invite him or her to engage in an active process of knowledge construction. For
mathematics, a socio-cultural approach implies that mathematics is embedded in
meaningful activities and typically not taught as a separate subject (Polman et
al., 2020). Lui and Bonner (2016)
explained that the teaching strategy of activating students’ prior mathematics
knowledge at the start of a lesson, and thus enabling them to build new
knowledge of numeracy on existing socio-constructivist approaches structures,
is a practical translation of insights and aligns with the teaching approaches
in mathematics that have been described as more-traditional or
transmission-based.
Training in classification in mathematical learning
is associated with the development of mathematical understanding as children go
through three phases during the learning process (Harris, 2013). The
first phase is the enactive phase in which children engage with something
concrete objects in order to explore and manipulate ideas; the second phase is
the iconic stage during which children begin to represent ideas in a more
abstract way that is supported by the use of models and images. The use of
models and images helps children to visualise them internally for the
assistance of thinking. The third and last phase is the symbolic phase in which
pupils can utilize theoretical ideas and ways of representing the mathematics. In
addition, appropriate toys and other resources can be made available for pupils
to play with and to recognise the mathematical potential of these toys and
resources. Pupils gain an attention in mathematics by taking part in
hands-on experiences. Engagement in mathematical experiences enables pupils
gain abilities in predicting, solving problems, thinking, reasoning and making
connections with their surroundings (Simmons et al., 2012; Byington et al., 2013).
The
ability of pupils to successfully classify and number objects could be influenced
by gender of pupils. Gender is the culturally and socially constructed differences between
males and females found in the meanings, beliefs and practices associated with
femininity and masculinity (Kalat, 2015). Gender influence has been
inconclusive. While some
research studies such as Opolot-Okurut
(2015), Kalat (2015) and Santrock (2017) showed that boys perform better than
girls in all the variables such as anxiety, confidence and motivation;
therefore they perform better than girls in mathematics as a result of higher
attitudes scores; other researchers like Sahrangvard and Hassan (2017) showed
that females outscore males in sciences. The gender of pupils could be a factor of
pupils’ achievement in terms of classification and numbering of objects. Simply
put, gender is the classification of humans as males and females (Anjum, 2015).
In most areas of life, males and females may not perform exactly in the same
way, at the same degree and at the same competent level. With regard to
achievement in training of pupils for classification and numbering of objects,
the achievement level of male pupils may differ from the achievement level of
female pupils (Aunion et al., 2015). The increasing gender differences in
mathematics achievement in schools might be connected to understand sex
stereotypes and differential sex role as well as socialization patterns. When
it is sex-typed, mathematics which involves classification and numbering of
objects is viewed as a male area while reading and language are perceived as
female domains (Anjum, 2015). Aunio et al. (2015) argued that in terms of achievement in training of
pupils for classification and numbering of objects, the achievement level of
male pupils differs from the achievement level of female pupils. This could
suggest that males have better mathematics abilities than females and that mathematics
is more important for males, suggesting that females have better verbal
abilities than males. In this respect, Dyson
et al. (2013) attributed
the inability of pupils to engage in appropriate classification, numeracy and
training to the absence of schooling during childhood. In this regard, the need
arises for training of primary school pupils in classification and numeracy.
Nonetheless,
this study adopts the perspective that formal training on the development of
classification and number concepts among Nigerian school pupils is cardinal to
the process of development. Pupils are believed to be the future hope of any
nation and so need to be adequately prepared early in life through the
acquisition of conservation of number, mass
and weight to be able to assume roles expected of them in the society as
indicated in the Piagetian concrete operational stage of cognitive development.
That is to say, the picture or world view presented to pupils will help them in
the formation of concepts, which in turn, will enhance their knowledge and
interest in Mathematics, Science and Communication Skills (Aunio et al., 2015).
Moreover, Anibueze and Ugwuanyi (2020) found that gender of students and
their parent-child communication patterns contributed to improvement on
students’ mathematics performance.
Consistent
with the foregoing, classification and numeracy thus involve mathematical
operations such as counting of numbers, measuring of objects, number
conversation, recognizing geometric shapes, discrimination of different sizes
of objects, among others. This study focuses on numeracy training (conservation of numbers and counting of
objects and numbers), classification of objects (recognition
of objects, recognition
of shapes of objects, discrimination of different sizes of objects and sorting
of objects), gender (males and females) of pupils. It is on the basis of the foregoing idea that
a study of this nature becomes very necessary in order to determine the effect
of numeracy training on the achievement in classification and numbering of
objects among primary school pupils in Imo State.
1.2 STATEMENT OF THE PROBLEM
Primary school pupils are expected to
acquire, develop, possess and demonstrate classification and numeracy
abilities. This is supposed to be attained through the exposure of the pupils
to activities that will enhance their development of classification and number
abilities in order to aid learning in core school subjects.The acquisition of
classification and number skills (recognition of objects, conservation of numbers, counting of objects,
sorting of objects and recognition of shapes of objects) through numeracy
training is expected to help the child in various ways in school. The gender of
pupils is suspected to have influence on the child’s ability to classify and
number objects at the primary school level.
The researcher has however, observed that the
training of Nigerian primary school pupils for classification and numbering
skills have not attained adequate status over the years. There seems to be
inadequacy of numeracy training that is expected to enhance the development of classification
and numbering skills in primary school pupils. The fact there is lack adequate
classification and numbering skills by primary school pupils seems to have
negative impact on the learning of basic school subjects such as Mathematics,
Science and Communicative Skills. The extent numeracy training that takes place
in primary schools is not certain and the exact of influence of gender of the pupils
in classification and numbering skills of pupils has not been investigated.
Therefore, the problem of the study put in question form: What is the effect of
numeracy training on the achievement in classification and numbering of objects
among primary school pupils, especially, in Imo State?
1.3 PURPOSE OF THE STUDY
The main
purpose of the study is to determine the effect of numeracy training on the
achievement in classification and numbering of objects among primary school
pupils in Imo State. Specifically, the study sets out to:
1.
determine the effect of numeracy training on recognition
on achievement in
classification of objects among primary school pupils and control at posttest
period.
2.
determine the effect of numeracy training on recognition
on achievement in
numbering of objects among primary school pupils and control at posttest
period.
3.
Find out the effect of numeracy training on conservation on achievement in classification of objects
among primary school pupils and control at posttest period.
4.
Find out the effect of numeracy training on conservation on achievement in numbering of objects among
primary school pupils and control at posttest period.
5.
determine the effect of numeracy training on discrimination on achievement in classification of objects
among primary school pupils and control at posttest period.
6.
determine the effect of numeracy training on discrimination on achievement in numbering of objects among
primary school pupils and control at posttest period.
7.
examine the effect of numeracy training on recognition, conservation and
discrimination on achievement in classification and numbering of objects
among primary school pupils and control by gender at posttest period.
1.4 SIGNIFICANCE OF THE STUDY
The
finding of this study would have both practical and theoretical significance. The findings of the study may support the Goal
Setting and Task Performance Theory by Lockes and Lathams (1990) which
indicates that effective goal setting is dependent on, firstly, clearly
defining the goal for subordinates, the paths to goal attainment; and,
secondly, the degree to which the manager is able to improve the chances that
the subordinates would achieve their goals.
The
findings of this study when published would be beneficial to: pupils, teachers, parents, educational
administrators, policy makers, curriculum planners, educational psychologists
and counselors and researchers.
Firstly,
the study would enable pupils to develop their cognitive abilities since they
would acquire knowledge and skills through training in classification and
number concepts. This is because training in classification and number concepts
is important to pupils especially at the formative stage of education.
The teachers
in schools would be helped to be actively involved in a change process as they
would realize the need to expose pupils to training that would enable them to
face and solve difficult tasks as far as recognition
of objects and numbers, recognition of shapes of objects, conservation of numbers,
discrimination of different sizes of objects, counting of objects and numbers
and sorting of objects are required.
Parents would
be informed about and reminded of the role they have to play in the cognitive
development of their pupils. Parents would understand the need to expose pupils
to such training with available simple materials such as clay, plastacine
beads, sticks, bottle tops and water, among others, when they are relatively
young and progressively teach them more difficult concepts as they approach the
formal operations stage ultimately. Furthermore, the findings of this study
would be of immense significance to school administrators such as headmistress
and headmasters of schools. The study would make them to realize the need to organise
and sponsor training for their pupils and teachers in classification and number
concepts as this would help to enhance the pupils' level of understanding in
learning school subjects.
Policy
makers would not be left out but in formulating educational policies that are
child-friendly and which can stimulate pupils' learning abilities in
classification and number concepts. The policies would enhance teaching and
learning of mathematics and other subjects that deal with numbers and reasoning
in primary schools.
The curriculum
planners may need to include the use of local learning materials and teaching resources
which pupils are familiar with during teaching and learning of mathematics. The
use of such materials such as clay, bottle tops, charts, drawing, beads and
other materials that enhance pupils cognitive development and learning of more
difficult concepts in future.
The study
may help the psychologists in providing more information for the psychologists
on ways of combating the low achievement and improving classification and
numbering of objects among primary school pupils.
The research is also relevant to counsellors
as it would give them the opportunity to organize group counselling or an
interactive session with pupils aimed at helping classification and numbering
as well inspire/motivate them not to give up even in the face of academic
failure.
Finally, the result of this study when
published would open probable avenues for further research by psychologists and
other scholars regarding the kinds of simulation that could be offered in
primary schools. This would be done by conducting further research work into
other psychological concepts, which could help in the study of some school
subjects and encouraging parents and teachers to use such for the education of
their pupils early in life. This study would as well increase the volume of
existing literature and enhance future research when published in National and
International Journals.
1.5 RESEARCH QUESTIONS
The following
research questions were posed and answered in this study:
1.
What is the effect of numeracy training on recognition
on achievement in
classification of objects among primary school pupils and control at posttest
period?
2.
What is the effect of numeracy training on recognition
on achievement in
numbering of objects among primary school pupils and control at posttest
period?
3.
What is the effect of numeracy training on conservation on achievement in classification of objects
among primary school pupils and control at posttest period?
4.
What is the effect of numeracy training on conservation on achievement in numbering of objects among
primary school pupils and control at posttest period?
5.
What is the effect of numeracy training on discrimination on achievement in classification of objects
among primary school pupils and control at posttest period?
6.
What is the effect of numeracy training on discrimination on achievement in numbering of objects among
primary school pupils and control at posttest period?
7.
What is the effect of numeracy training on recognition, conservation and
discrimination on achievement in classification and numbering of objects
among primary school pupils and control by gender at posttest period
1.6 HYPOTHESES
The
following hypotheses were formulated and tested at 0.05 level of significance:
HO1: Numeracy training on recognition
does not have significant effect on achievement in classification
of objects among primary school pupils and control at posttest period.
HO2: Numeracy training on recognition
does not have significant effect on achievement in numbering of
objects among primary school pupils and control at posttest period.
HO3: Numeracy training on
conservation does not have significant effect on achievement in classification of objects among primary school pupils
and control at posttest period.
HO4: Numeracy training on
conservation does not have significant effect on achievement in numbering of objects among primary school pupils and
control at posttest period.
HO5: Numeracy training on
discrimination does not have significant effect on achievement
in classification of objects among primary school pupils and control at posttest period.
HO6: Numeracy training on
discrimination does not have significant effect on achievement
in numbering of objects among primary school pupils and control at posttest period.
HO7: Numeracy training on
recognition, conservation and discrimination
does not have significant
influence on
achievement in classification and numbering of objects
among primary school pupils and control by gender at posttest period.
1.7 SCOPE OF THE STUDY
This
study was delimited to primary three pupils in 2020/2021 academic session in
Imo State. The study focused on effect of
numeracy training on recognition, conservation and discrimination on
achievement in classification and numbering of objects among primary school
pupils in Imo State. The independent variables included effects of numeracy training on
recognition, conservation and discrimination, while the dependent variable was
achievement in classification and numbering of objects among primary school
pupils. Gender was the moderator variable.
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