Effect of Team Assisted Individualisation Strategy on Senior Secondary School Students’ Motivation To Learn Mathematics

Abstract

Mathematical concepts are often regarded as difficult to learn. A large percentage of students only study it because of its compulsory nature at the secondary school level. These students go through the learning process without enthusiasm and motivation to learn the subject which often results in frustration and lack of success. This study examined the effect of team assisted individualisation (TAI) on senior secondary school students’ motivation to learn mathematics using cognitive style as a moderator variable. The study was carried out using the quasi-experimental pre-test, post-test non-equivalent control group with a sample of 289 students made up of 128 males and 161 females. The instruments for data collection were the Group Embedded Figures Test and a Motivation to Learn Mathematics Questionnaire. Analysis of data showed that TAI strategy had a significant main effect on students’ motivation to learn mathematics. Field dependent students were better motivated than field-independent students. The interaction effect of treatment and cognitive style also had a significant effect on students’ motivation to learn mathematics. It was recommended that teachers should adopt TAI in teaching mathematics since it enhanced students’ motivation to learn the subject and they should attempt to identify the cognitive style of their students so that they will be able to optimise each teaching and learning session to ensure students are adequately motivated to learn mathematics