EFFECTS OF GAGNE’S TASK-ANALYSIS ON INTEREST AND PERFORMANACE IN ALGEBRA AMONG SENIOR SECONDARY SCHOOL STUDENTS, KATSINA STATE, NIGERIA

Abstract

This study investigates the effects of Gagne’s task ¬¬–analysis (GTA) on interest and performance in Algebra. It adopts a quasi¬¬-experimental design using pretest, posttest and control groups. The population of the study consists of all SS 2 students in the twelve education zones in Katsina State. Four education zones were purposively sampled from twelve education zones in the state. Multi –stage sampling techniques was employed and four senior secondary schools were randomly selected from each of the four zones. Two instruments were used to collect data for the study. They were Algebraic Interest Scale (AIS) and Algebraic Performances Test (APT). The AIS and APT were validated by experts in Psychology/Counseling and Mathematics Education Departments of Federal College of Education, Katsina. A school outside the sampled schools was used for pilot study to test the reliability of the APT and AIS. The reliability of the APT and AIS was obtained as 0.69 and 0.78 using Pearson Product Moment Correlation Coefficient (PPMCC) and Cronbach Alpha Coefficient respectively. Four research objectives, questions and Null hypotheses were stated to guide the study. The research questions were analyzed using Mean, Mean-rank, Sum of mean rank, and standard deviation while Mann-whitney U-test and Independent t-test were used to test the significance of the hypotheses at 0.05 significance level. The results indicated that: there was a significant difference between the mean academic performance scores of students taught using Gagne’s task analysis (M=34.07; S.D.= 8.79) and those taught using Conventional method (M=30.42; S.D.=11.47), t (382)=3.46, p =.00  .05; there was a significant difference in the interest mean level of SS11 students taught Algebraic concepts using GTA (Mr=226.28) and those taught using conventional method (Mr=160.50), V=1919.0, Z=5.84, P=.00  .05; there was a significant difference between performance mean score of male (M=36.12, S.D.=7.52) and female students (M=28.17, S.D.(10.99)), t(178); p=.00.05; taught Algebraic concepts using GTA; there was no significant difference between the interest mean level of male(MR=98.47) and female students (MR=83.37); V=3360; Z=1.59; P=.051.05 taught using GTA. The study concludes among others that Gagnes’ task-analysis improves senior secondary schools students’ academic performance and boasted the interest of the students towards the study of Algebraic concepts in Mathematics. Based on the findings, the researchers recommended among others the use of GTA in the teaching of Algebraic concepts and other concepts in Mathematics, Science and so on.