THE EFFECTS OF MATHEMATICS LABORATORY ON STUDENTS’ ACADEMIC

PERFORMANCE IN MATHEMATICS IN UYO LOCAL GOVERNMENT AREA

Abstract
The study determined the effect of Mathematics Laboratory on students’ performance in
mathematics among Senior Secondary School one (SS1) students. Two research questions and
two hypotheses guided the study. The design of the study was pre-test-post-test non-equivalent
control group quasi-experimental research design. The population of study was 8,324 Senior
Secondary School one (SS1) students in the 14 public Secondary Schools in Uyo Local
Government Area of Akwa Ibom State. The sample for the study was ninety-two (92) Senior
Secondary School one (SS1) Students drawn from the two (2) coeducational secondary schools
in Uyo Local Government Area using simple random sampling techniques. Mathematics
Performance Test (MPT) was the instrument used for data collection. The MPT was face and
content validated by three experts-two in Mathematics education and one in Measurement and
Evaluation. The reliability of MPT was found using Cronbach Alpha which yielded coefficient
index of 0.82. MPT was administered as pre-test and post-test. Data on performance was
collected using MPT. Mean and standard deviation were used in answering the research
questions while Analysis of Covariance (ANCOVA) was used in testing the research hypotheses
at 0.05 alpha level of significance. The result of the study revealed that there was a significant
difference in the performance of students taught properties of plane shapes with mathematics
laboratory instructional approach and those taught with the conventional approach. Also, no
significant difference existed in the performance of male and female students taught properties of
plane shapes with mathematics laboratory instructional approach. This implies mathematics
laboratory improved considerably students’ performance. This study, therefore, recommended
among others that all secondary schools should have a Mathematics laboratory.
Introduction
Despite the fact that Mathematics Laboratories serve as fundamental sources of creative

thinking, skill development and problem solving for Secondary School students, its facilities are

seldom used by Mathematics teachers (Shreedevi & Asha, 2014). Well-equipped Mathematics

Laboratory at the basic and senior secondary school level has given birth to scientific and

technological growth in manpower among developed nations (Imoko & Isa, 2015). Beyond

availability of Mathematics laboratory materials, Malik (2017) opined that adequate use of

Mathematics laboratory prepares students for a useful and meaningful living and acquisition of

mathematics knowledge, because Mathematics is the language and key to everyday activities of

mankind in the world of science and technology. For the fact that Mathematics Laboratory is
equipped with numbers, symbols, objects, counting devices, measuring materials, number

patterns and relationships of quantities, it is central to mathematics curriculum at the primary and

secondary levels in Nigeria (Akanmu, 2017). Nneji and Alio (2017) observed that Mathematics

as a subject does not only deal with manipulation of numbers, but goes further to explain

practical relationships between the numbers, attributes and application of the numbers to solving

day to day practical life problems.

Imoko and Isa (2015) posited that Mathematics laboratory provides the bedrock and foundation

for creative thinking and cognitive development and should therefore, be emphasised early in the

academic life of the nation’s citizenry. Abdulhamid, Abubakar, and Tela (2017) expressed that

the use of Mathematics laboratory requires application of effective tools that lead to active

learning, but the absence of this will make the students not to participate actively in Mathematics

class. National Open University of Nigeria (NOUN) (2012) emphasized that teaching objectives

in mathematics at secondary school level has been filled with memorization of facts while

calculating and manipulating numbers. The use of Mathematics Laboratory makes teaching and

learning of basic concept in Mathematics orderly.

Mathematics is a subject that has been defined by various authorities. Odili (2019) defines

Mathematics as the science of quantity and space. “It is a systematized, organized and exact

branch of science”. It is a creation of the human mind, concerned primarily with ideas and

reasoning. Elaine (2013) defines Mathematics as a science that deals with the logic of form,

quantity, and arrangement. Elaine went on to explain that Mathematics surrounds us everywhere,

in everything we do; as it is the building block for everything in our daily life including mobile

devices, architecture (old and modern), art, money, technology, and even sports. Implicitly,

Mathematics is a logical way of thinking aimed at solving personal and social problems. In the
opinion of Paul (2015), the importance of Mathematics has never been more important than it is

now and in the foreseeable future, given mathematical skills for a wide variety of analytical,

technological, scientific, safety, and economic application. Paul further emphasized that

Mathematics applies to all basic sciences such as biology, chemistry, and physics; the social

sciences such as economics, psychology, and sociology; Engineering sciences such as civil,

mechanical, and industrial engineering; technological areas such as computers, missiles, and

communications. There are even uses of math in the arts like sculpture, drawing, and music.

According to Abakpa and Iji (2011), Mathematics is an intellectually stimulating subject that

affects every talent of human activities such as politics, economics, science and technology.

The Mathematics process involves creativity and exploration which is the most important facet

of the subject. It is, therefore, recommended that the teaching of Mathematics should focus on

the process and not just on transferring knowledge into the students’ notebooks. This can easily

be achieved when students learn Mathematics with an instructional laboratory approach

(Manjunath, 2018). According to Odili (2019), the math laboratory can also be defined as a

resource centre for learning math, it consists of a specially equipped room in the building where

math classes meet regularly, or in a corner of the regular classroom with tables and while math is

none experimental science such as Physics or Chemistry, a Mathematics laboratory can make a

great contribution to the practical learning of Mathematics concepts and skills. It leads to the

development of abstract thinking and concept formation (Odogwu, 2015). Agwagah and Nwoye,

(2012) observed that students lack interest in the study of Mathematics and perform poorly

because of the ineffective methods of teaching and learning mathematics. According to the

authors, inadequate qualified teachers, insufficient instructional materials, lack of Mathematics

laboratory, poor use of instructional materials, and improper approach of teaching have
contributed to making the teaching and learning of Mathematics ineffective. Agwangah, (2015)

observed that the problem of ineffective teaching of mathematics can be tackled through planned

and intelligent application of the mathematics laboratory. Ogunkunche (2012) stated that

mathematics laboratory provides an opportunity for students to understand and internalize the

basic mathematical concepts through concrete objects and situation thereby improving their

performance.

Academic performance in mathematics is the quality of knowledge acquired by students as a

result of exposure to classroom experiences. It is the outcome to which a student, teacher or

institution has achieved their educational goals (Thomas, 2016). Odagboyi (2015) highlighted

the indicators of performance as knowledge gained, skills acquired and retained through their

studies within and outside the classroom experience. Adequate understanding of concepts in

mathematics enhance good academic performance whereas students’ inability to assimilate the

lesson learnt resulted in poor performance (Godpower and Owo, 2019). Akpan (2017) rightly

documented that proper understanding of concepts whether in basic science or any other science

subject contribute in no small measure to better academic achievements and performance of

students. Akpan went further to say that, to such students there is therefore no nature of

manipulated questions that might be posed to them in that particular concept that they would not

be able to provide solution to, since they have had a mastery of the concepts involved in the

questions. This would give students the opportunity to think critically, manage and use available

resources within their environment effectively to develop the nation. On the other hand, students

who do not understand certain concepts have problem as they cannot learn anything and

therefore will be unable to solve any problem

The use of mathematics laboratory in the teaching and learning of mathematics helps to integrate

theory and practical work, enhanced students’ understanding and improve performance. Based

on the importance of mathematics laboratory, it is expected that teaching and learning of

mathematics with mathematics laboratory will help to boost students’ performance in

mathematics. This study therefore, sought to determine the effect of Mathematics Laboratory on

Senior Secondary School students’ performance in mathematics.

Concept of Mathematics Laboratory

Mathematics laboratory is a space or room set aside for mathematical experiments and practical

activities. It is an organized setting where children work in an informal manner, move around,

discuss, choose their materials and method, and generally make and discover mathematical facts

for themselves. Uwaezuoke and Charles-Ogan (2016) defined mathematics laboratory as a place

where students can learn and explore mathematical concepts and verify mathematical facts and

theorems through a variety of activities using different materials. According to Adenegan (2014),

mathematics laboratory is a unique room or place, with relevant and up-to-date equipment

known as instructional materials, designated for the teaching and learning of mathematics and

other scientific or research work, whereby a trained and professionally qualified person

(mathematics teacher) readily interact with learners (students) on specified set of instructions.

Mathematics laboratory is a practical oriented classroom or place where materials useful for the

effective teaching and learning of mathematics are kept. Objectives of a Mathematics

Laboratory

According to John (2017), the following are some of the numerous objectives of math laboratory,

as it is meant:
• To inculcate permanent numeracy in the students.

• To make mathematics learning very meaningful to the students.

• To lay sound basis for scientific and reflective thinking among the students. iv.

• To make mathematics learning exciting and enjoyable to the students.

• To enable students comprehend and internalize mathematical knowledge.

• To generate interest in mathematics and provide solid foundation or background

in mathematics learning.

• To stimulate and encourage creativity among the students.

• To equip the students to live effectively in our modern age of science and

technology.

• To bridge the long gap between mathematical abstracts/theory and

concrete/practical.

• To provide readily accessible rich manipulative materials to emphasize on

learning by doing.

• To develop an attitude of enquiry.

• To remove the weakness of present day mathematics education.

• To generate interest in the subject.

• To make the students divergent thinkers.

• Provides a means of practicing cognitive and psychomotor skills.

• It is a means of experimenting and verifying of mathematical theorems, principles, and

axioms which are already known by the students.

Skills Acquired in Mathematics Laboratory that can helped improved performance in

mathematics
Generally, the following skills are expected to be developed in the students in their mathematics

laboratory exposure:

• The ability to plan an experiment and analyze a mathematical problem into its components

parts.

• The ability to carry out an experiment/improvisation or demonstration.

• The ability to interpret the result of experiment/improvisation and draw a possible

conclusion.

In order to achieve the general skills, the following are the specific mathematical skills

inculcated in the students during mathematics laboratory practice: Observation, Formulating

hypothesis, Measuring, Classification, Making operational definition, Manipulating instruments,

Counting, Formulating mathematical models, Communicating. Manipulating variables,

Experimenting, Predicting, Questioning and Drawing conclusion.

Mathematics Laboratory Equipment

The following have been identified as necessary kits that should be made ready in a standard

mathematics laboratory. They could be bought from mathematical instructional resources

manufacturing companies known for accuracy and precision, or be meticulously constructed by

the students and teachers within a period of time. These according to Naugra (2021) include:

Geometry shapes, Fraction kits, Identity kits, Geometry geo board, Geometry geo sticks,

Geometry manipulative kits, Geometry 2-D kits, Geometry 3-D kits, Measurement kits, Number

and block kits, Pattern and block kits, Place value kits, Sort kits, Time kits, Trigonometry kits,

Data and finance kits, Cubes kits, Counting kits, Board game kits and Laminated board game.

However, for the purpose of improvisation of instructional resources and other activities in

mathematics laboratory, the following equipment are required for mathematics laboratory
activities. These according to John (2017) include: Weighing balance/scale, drilling machine

(manual or electric), drill bit (various sizes), engraving machine, pinchers (big and small),

Hammer (different sizes), Scissors (different sizes), Hand saw (various sizes), Cardboard papers,

Plywood/softwood, Mathematical set, Scientific calculator, Nails (different sizes), Binding wire,

Glues and gums, Sealer tape and masking tape, Graph sheets, Beads (assorted sizes and colours),

Threads, Pliers, Paint of different colours, Measuring tape, Washing hand basin, First aid kit,

Wall clock, Counting objects (like sticks, bottle covers), Water and soap and Large meter ruler

and protractor.

Issues of Gender Differences in Academic Performance in Mathematics

Performance is an important educational variable that expresses the success or failure of a

teaching and learning process. Campbell (2016) referred to academic performance as the

outcome of a teaching and learning process. The extent to which a student, teacher or institution

has achieved their educational goals’. Similarity Adeyemi (2018) described academic

performance as the scholastic standing of a student at a given moment which states individual’s

intellectual abilities; which can be measured by grades obtained from examinations or

continuous assessments.

Gender differentiation is an old and long controversial issue in education. Different opinions and

views abound on the issue of gender and its effect on student performance especially in

mathematics. There are two strong arguments as regards to the effect of gender and performance

in mathematics. The proposing argument and researchers; Okoro (2011) and Nasr and Asghar

(2011) contend that there is a significant difference in the academic performance and interest

between male and female students in mathematics, whereas the opposing argument and

researchers, Ibe (2014), and Oludipe (2012) are of the view that there are no significant
difference in the academic performance and interest of male and female students in mathematics

that both male and female students achieve equally mathematics when exposed to the same

treatment and given equal opportunity.

According to Okeke, (2017), gender is a broad analytical concept which draws out women’s role

and responsibilities in relation to those of men. Okeke (2017) defines gender as social and

cultural contract, characteristics, behaviours and roles which society ascribes to females and

males. In line with this definition, Enaiyeju (2018) opined that gender refers to socially/

culturally constructed characteristics and role which are ascribes to males and females in any

society.

According to Okoli, (2012) gender roles are roles which society assigns to a man or a woman in

accordance with the culture and tradition of the society. According to Okeke, (2017) males are

assigned such attributes as bold, aggressive, domination/assertive, tactful, economical in use of

words among others. Females are assigned the opposite attribute such as fearful, timid, gentles,

illogical in reasoning, dull, passive, submissive, tactless and talkative. Males and females

therefore choose a career or profession that are in accordance to societal expectation of their

gender. Hence, relatively few females venture into male dominated disciplines such as sciences,

technology, engineering and other science based professions. The great majority of women and

girls whose discipline such as nursing, hair dressing, cooking and selling of food, clerical jobs

and other menial jobs in industries and other establishment are in accordance with what the

society expected of their gender (okoli, 2012). Some factors have been found out to account for

the differences in male and female students’ academic performance in mathematics. Such factors

include sex-role, stereotyping, masculine image of mathematics and female socialization process

(Ezeliora, 2014).
Statement of the Problem

Over the years, the scenarios in general examinations has portray undesirable trend of poor

academic performance in Mathematics among the students in these public examinations, it is also

worrisome because candidates found it difficult to acquire the basic minimum requirements in

major subjects particularly Mathematics for pursuing tertiary education in Universities,

Polytechnics and Colleges of Education. Previous studies have pointed to several factors such as

environmental factors, parental factors, teachers’ factors, school factors with little emphasis on

Mathematics laboratory. The pathetic situation is that the students would not be gainfully

engaged and would neither be in school, hence become “unadmitted students”. This study thus

examined effects of mathematics laboratory on students’ performance in mathematics in Uyo

Local Government Area of Akwa Ibom State.

Purpose of the Study

The main purpose of the study is to determine the effect of Mathematics Laboratory on

Secondary School students’ performance in mathematics. Specifically, the study sought to

determine:

• The difference in the Mean performance scores of students taught properties of plane shapes

using Mathematics Laboratory Approach and those taught using Lecture Method.

• The difference in the Mean performance scores of Male and Female students taught

properties of plane shapes using Mathematics Laboratory Approach.

Research Questions

The following research questions were formulated to guide the study;

• What differences exist between the Mean performance score of students taught propertiesof

plane shapes using Mathematics Laboratory Approach and those taught using Lecture

Method

• What differences exists between the Mean performance scores of Male and Female students

taught properties of plane shapes using Mathematics Laboratory Approach.

Research Hypotheses
The following research hypotheses were tested at 0.05 level of significance to further guide the

study.

• There is no significant differences between the Mean performance scores of students taught

properties of plane shapes using Mathematics Laboratory Approach and those taught using

Lecture Method.

• There is no significant differences in the Mean performance score of Male and Female

students taught properties of plane shapes using Mathematics Laboratory Approach.

Significance of the Study

The study is significance to mathematics teachers, students, curriculum planners and innovators,

parents and the government. It will enable mathematics teachers in secondary school to discover

the possible effects of mathematics laboratory on students’ academic performance in

mathematics. It will also guide teachers in selecting instructional strategies suitable for teaching

of mathematics.

It will help the students in identifying methods that would make them passive or active during

lessons delivery. It would also help them to ascertain teaching methods that enhance their

academic performance in mathematics.

The findings of this study will be of great significance to curriculum planners and innovators

because it will guide and provide them with necessary information on where mathematics

laboratory should be used by the teacher and would also aid their inclusion in the curriculum.

It would also provide the parents with adequate information on the kind of teaching their

children are exposed to, the cause of their academic attainment at whatever level and the kind of

teaching-learning process that are effective. It will provide the government with the necessary

information on the status of her education system, the need for funding and recruitment of

professionals into the school system. It will also help Government to know the need to establish

mathematics laboratory in schools and provide mathematical laboratory equipment.

Delimitation of the Study

This study was delimited to the effects of mathematics laboratory on academic performance.

This study was also delimited to the concept of plane shape in mathematics and all Junior

secondary Three (JSS 3) students in Uyo Local Government Area of Akwa Ibom State.

Methodology

Research Design

The research was conducted using quasi experimental design, specifically the pre-test and post-

test; non-randomized control group design. This implies that, the intact classes (non-randomized

groups) were used for the study. The study involved two groups; the experimental and control

groups. Quasi- experimental research design was adopted because it may not be possible for the

researcher to randomly sample the subject and assign them to the groups without disrupting the

academic programme and the time-table of the senior schools involved in the study. Hence, the

design is considered quite suitable for the study.

Area of Study
The area of this study was Uyo Local Government Area of Akwa Ibom State. It is situated

between latitude 5.0232090N and 7.92388920E. Uyo has a total of over 427,873 populations

according to 2006 Nigeria Census and a land mass of 554,900sq/km.

It is the commercial nerve centre of the state as well as the seat of power and the state capital.

Uyo is bounded on the East by Uruan Local Government Area, in the south by Nsit Atai and Nsit

Ibom Local Government Areas, in the North by Itu Local Government Areas and in the West by

Etinan Local Government Area. The people are generally homogeneous and speak Ibibio

language, the forth widest spoken language in Nigeria. Uyo people are predominantly Christians.

Uyo is dominated by 4 clans; the Etois, the Offots, the Okus and the Itiams. The occupations of

the people from this locality include; small scale business, commercial trading, farming and civil

service.

Uyo is also known for her unprecedented advancement in education and economic growth

among the 31 local government areas which make up Akwa Ibom State. The town has several

primary and secondary schools owned by Government and private individuals to carter for

educational needs of her people. University of Uyo Town campus where Science Education

Programme is offer is located in the urban area (Oku clan) of the Local Government. There are

other infrastructural facilities such as the presence of Ibom Tropicana, Ibom Five Star Hotel and

Gulf Resort, Ibom Specialist Hospital, Blue Sea Science Park, Gods’will Akpabio International

Stadium, State Secretariat among others.

This area is chosen because much studies of this nature have not been carried out. Secondly, the

study area is convenient and suitable to the researcher. Third, Uyo Local Government has many

private and public primary and secondary schools and the people of the area are highly

hospitable, industrious and passionate for educational advancement.

Population of the Study

The population of the study comprised of all SS1 students from the 14 public secondary schools

in Uyo Local Government Area which consist of 8,324 students according to the education

statistics published by the Directorate of Statistics in the Ministry of Education in Akwa-Ibom

State 2022/2023 academic session (SUBEB, 2023).

Sample and Sampling Techniques

The sample for this study comprised of Eighty (80) SS1 students. Forty (40) were in the

experimental group and Forty (40) in the control group. A simple random sampling technique

was adopted to choose the sample size, which consists of two (2) intact classes from the fourteen

(14) public schools Uyo Local Government Area.

Instrumentation

The researcher developed an instrument titled ‘Mathematics Performance Test (MPT) which was

used for data collection. The MPT was used to conduct the pre-test and post-test to elicit the

performance of students in Mathematics. The test item was derived from the properties of plane

shapes for which lesson plans were also prepared.

Mathematics Performance Test (MPT)

MPT was made up of ten (20) items of multiple-choice questions with four options (lettered A –

D) each, of which only one option is the correct answer. The lesson plans for teaching the two

(2) groups (experimental and control) were prepared considering the lesson topic, age, and class

of the students, sex and qualification of the intact class teachers, lesson duration of 45 minutes

per teaching session, students’ previous knowledge, specific objectives of the lesson,

instructional materials, reference materials and instructional approach.

Validity of the Instruments

The Mathematics Performance Test (MPT) was validated by the research Supervisor, the

Lecturer of Test and Measurement in the Faculty of Education, University of Uyo, Uyo and a

Senior colleague in the Department of Science Education (Mathematics Education). All

comments, corrections and criticisms made by these intellectuals were incorporated into the final

version of the instrument.

Reliability of the Instrument

To determine the reliability of the instrument (MPT), a retest approach was performed using the

same simple random sampling technique for twenty (20) students in a non-degree school. This

group of students had not previously been taught the topics before the administration of the

instrument (MPT). Students were asked to try all twenty (20) items in the MPT. The same

instrument was administered to the same sample after the two (2) weeks period with a change in

the series of questions. The initial and reassessment results of the sample were correlated using

Pearson Product Moment Correlation (PPMC) in which a correlation coefficient of 0.91 was

obtained. This indicated that the instrument was considered reliable form measuring the intended

outcome of the study with consistency.

Scoring the Mathematics Performance test

Each correct answer was scored one (1) marks and incorrect answer, 0 mark. This gave a

maximum score of twenty marks and minimum score of zero (0).

Research Procedure

The following procedures were followed in this study:

• Permission was sought from the principals of two (2) Secondary schools under study as
 well as the mathematics teachers in each school with letters from Science Education

Department. The mathematics teachers were used as research assistants.

• The researchers randomly assigned two (2) classes to experimental group and control group

respectively.

• The teaching of the concept, plane shape was done by the researchers in each school from

a well- articulated lesson package developed by the researchers for two (2) weeks.

The two intact classes of SS1 students from both schools were given a pre-test to determine the

homogeneity of the classes. The test lasted for forty (45) minutes after which the scores were

collected and analysed. It was found there was no significant difference between the two groups

and hence the two groups were comparable. Students in both groups were taught the concept of

plane shape using validated lesson notes. This lasted for two weeks. Thereafter, the students

level of performance was tested using MPT. The test lasted for forty-five minutes. The test

scripts were collected, marked and graded by the researchers. These scores were analysed to test

the null hypotheses formulated for the study.

Treatment of the experimental and control group

In experimental group which consist of forty students, the teacher guides the students in carrying

out the construction of plane shapes. While in the control group, the teacher explains the concept

(gives out the instruction). After that he asked questions and summarize the lesson.

Method of Data Collection

Data for the study were collected through pre and post tests using the MPT. The pre-test was

administered to the students before the treatment to measure the students’ group equivalence and

to provide the researcher with baseline data about the subjects while post-test was administered
to the students one week after the treatment. Data collected from the two tests (pre and post) after

treatment were used for data analysis.

Method of Data Analysis

The data obtained for Mathematics Performance Test (MPT) were analyzed using the

independent t-test. All hypothesis were tested at 0.05 alpha level of significance.

Results

Research Question One:

What is the mean difference in academic performance between students taught the properties of
plane shapes using Mathematics Laboratory Approach and those taught using Lecture Method.
Table 1: Mean scores and Standard Deviation of students taught the properties of
plane shapes using Mathematics Laboratory Approach and Lecture Method
Method n X SD Mean Difference

Mathematics laboratory 40 12.40 3.48

2.87

Lecture 40 9.53 2.75

Table 1: shows the mean performance score of students taught properties of shapes using
Mathematics Laboratory Approach (12.40) and the mean achievement score of student taught
using Lecture Method (9.53). It can be inferred from the result that students taught with
Mathematics Laboratory Approach performed better than those taught using Lecture Method.

Research Question Two:

What is the difference in the academic performance of Male and Female students taught
properties of plane shapes using Mathematics Laboratory Approach.
Table 2: Mean scores and Standard Deviation of students taught the properties of plane
shapes using Mathematics Laboratory Approach
Gender n X SD Mean Difference
 Male 20 12.65 2.94

0.50

Female 20 12.15 4.02

Table 2: shows the mean performance scores of Male and Female Mathematics students taught
properties of plane shapes using Mathematics Laboratory Approach. It is shown that the Male
mean score (12.65) and Female mean score (12.15) are illustrated above. It is inferred that the
Male students performed better than Female students using Mathematics Laboratory Approach.

Hypothesis One:

There is no significant difference in the performance of students taught properties of plane

shapes using Mathematics Laboratory Approach and those taught using Lecture Method in Uyo

Local Government Area.

Table 3: Independent t-test Analysis of the Academic Performance Mean Scores of

Mathematics Students taught Properties of Plane Shapes using Mathematics
Laboratory Approach and Lecture Method
Variable n S.D Df t-cal t-cri Decision at 0.05

M.L 40 12.40 3.48

78 4.09 1.99 Rejected
L.M 40 9.53 2.75

Here:
M.L= Mathematics Laboratory Approach
L.M = Lecture Method
Table 3: shows the t-test analysis of the academic mean score performance of Mathematics
students taught properties of Plane Shapes using Mathematics Laboratory Approach and Lecture
Method, t-cal value = 4.09 while t-crit value = 1.99 at 0.05 level of significance with df = 78,
Since t-cal > t-crit. The null hypotheses is rejected. This indicate that there is a significant
difference between the mean academic performance of Mathematics students taught properties of
Plane Shapes using Mathematics Laboratory Approach and Lecture Method.
4.1.5 Hypothesis Two
There is no significant difference between the academic mean performance of Male and Female
Mathematics students taught properties of Plane Shapes using Mathematics Laboratory
Approach in Uyo Local Government Area.
Table 4: Independent t-test analysis of scores of Male and Female Mathematics
students taught Properties of Plane Shapes using Mathematics Laboratory
Approach
Gender n S.D Df t-cal t-cri Decision at 0.05

Male 20 12.65 2.94

38 0.44 1.686 Accepted
Female 20 12.15 4.02

Table 4: shows the t-test analysis of the academic mean score performance of Mathematics
students taught properties of Plane Shapes using Mathematics Laboratory Approach, t-cal value
= 0.44 while t-crit value = 1.686 at 0.05 level of significance with df = 38, Since t-cal < t-crit.
The null hypotheses is accepted. This indicate that there is no significant difference between the
mean academic performance of Male and Female Mathematics students taught properties of
Plane Shapes using Mathematics Laboratory Approach.

4.2 Discussion of Results

The discussion of results was done based on hypothesis

Discussion of the findings

There is a significant difference between the academic performance scores of Mathematics

students taught Properties of Plane Shapes with Mathematics Laboratory Approach and those

taught using Lecture Method. Thus the null hypothesis was rejected. This could be due to the fact

that the learning environment and the use of Mathematics laboratory significantly motivates and

improves students’ conceptual understanding of properties of plane shapes been taught.

 Gender and Students’ performance in Mathematics

There is no significant difference between the academic achievement scores taught Properties of

Plane Shapes with Mathematics Laboratory Approach. Thus the null hypothesis was accepted.

This is due to the fact that Male and Female students participated equally during the lesson.

Therefore gender is not a significant factor as regards to male and female performance in the use

of Mathematics Laboratory Approach. This study is in line with the findings of Oduwumi and

Yusuf (2018) that male students performed better than their female counterpart on their exposure

to Mathematics Laboratory but no significant difference was observed in their performance.

Gambari et al., (2016) and memier (2017) also supported that gender is not a significant factor in

male and female performance when exposed to Mathematics Laboratory, therefore Mathematics

Laboratory is gender friendly. On the contrary, chiquito, castedo and Santos (2019) in their study

found out that female students performed higher than the male counterpart on their exposure to

Mathematics Laboratory and there was a significant difference in their achievement. They

concluded therefore that Mathematics Laboratory is gender discriminatory. Also it was

discovered that boys have higher levels of Mathematics confidence and lower levels of anxiety in

their Mathematics skills instead of girls in support of what was discovered by Godpower et al

(2019). It is girls that are not too sure of themselves and not boys, even when they show similar

performance in their levels to boys. Okigbo and Osuafor (2018) also revealed that there is no

significant difference in achievement between male and female mathematics students who are

taught in a mathematics laboratory.

Conclusion
Based on the above findings, it could be concluded that there is a significant difference in the

academic performance of Mathematics students taught properties of plane shapes using

Mathematics Laboratory Approach and Lecture Method. This is due to the fact that Mathematics

Laboratory is users friendly, interactive and flexible to handle. Also, there is no significant

difference in the academic performance of Male and Female Mathematics students taught

properties of plane shapes using Mathematics Laboratory Approach because Male and Female

have the same cognitive understanding.

Recommendations

The researchers made the following recommendations based on the findings of this study;

1. Mathematics laboratory should be established in all the secondary schools to enable

students to develop more interest in the learning of Mathematics and participate actively

in the class.

2. Mathematics Teachers in Uyo Local Government Area should always use the

mathematics Laboratory approach in teaching Mathematics, but should also allow the

students of both sexes to experiment and explore patterns and ideas through Mathematics

laboratory instructional approach, while they are guided.

3. Curriculum planners should include Mathematics laboratory instructional approach as a

subject of its own and emphasize interactive activities.

References
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professional development: Role on pupils active participation in mathematics class in
Gombe State. Abacus: The Journal of the Mathematical Association of Nigeria, 42(2),
143-148.

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APPENDIX I
NOTE OF LESSON ON MATHEMATICS FOR EXPERIMENTAL GROUP
SUBJECT: Mathematics
TOPIC: Properties of Plane Shapes
CLASS: JSS 3
DURATION: One period
PERIOD: 45 minutes
AGE: 12 – 14 years
SEX: Mixed
BEHAVIOURAL OBJECTIVES: During and at the end of the lesson, student’s should be able
to:
(1) Define the concept of Plane shapes
(2) Mention examples of plane shapes
(3) Say the properties of plane shapes.
INSTRUCTIONAL MATERIALS: The teacher presented to the student’s virtual laboratory
(Symbolab) showing the solutions of Quadratic equation
TEACHING AIDS: white board marker, white board, text-book
ENTRY BEHAVIOUR:
(1) The student have been taught the concept of shapes
(2)
(3) Word problems leading to simultaneous linear equations.
INTRODUCTION:
The teacher introduces the lesson by asking the following questions:
(1) What is a shapes
(2) Give different examples of shapes
(3) Mention types of triangles you know
PRESENTATION
STEP 1: PLANE SHAPES
Plane shapes are two dimensional shapes bounded by lines known as sides. Any shape drawn on
a plane is called a two-dimensional shape (or 2-D shapes for short). When we say a figure is two-
dimensional, we mean it can be measured along x and y axes i.e., it has length and width or
breadth.
STEP II: TYPES OF PLANE SHAPES.
Common plane shapes are:
1. Triangles
2. Circles
3. Rectangle
4. Square
5. Trapezium
6. Rhombus
7. Parallelogram
THE TRIANGLE
The triangle is a shape that is formed by 3 straight lines that are called sides. There are different
ways of classifying triangles, according to their sides or angles.
(a) According to their angles:
• Right triangle: The largest of the 3 angle is a right angle
• Acute angle: The largest of the 3 angles is an acute angle (less than 90 degrees)
 • Obtuse Triangle: The largest of the 3 angles is an obtuse angle (more than 90 degrees)
(b) According to their sides:
• Equilateral Triangle: all 3 sides are the same length
• Isosceles Triangle: it has 2 (or more) sides that are of equal length. (An equilateral
triangle is also Isosceles)
• Scalene Triangle: no 2 sides are of equal measure
THE CIRCLES
The circle is a shape that can be made by tracing a curve that is always the same distance from a
point that we call the center. The distance around a circle is called the circumference of the
circle.
THE RECTANGLE
The rectangle is a shape that has 4 sides. A rectangle has two equal sides of one length and two
equal sides of a different length. A rectangle is like a stretched square. The distinguishing
characteristics of a rectangle is that all 4 angles measure 90 degrees.
THE SQUARE
A square has 4 sides but not just any four sides. A squares four sides are all the same length. A
square with one-inch sides is smaller than a square with three-inch sides because one is less than
three. A square is a type of rectangle, but also a type of rhombus. It has characteristics of both of
these. That is to say, all 4 angles are right angles, and all 4 sides are equal in length.
THE TRAPEZIUM
The trapezium also has 4 sides. It has two sides that are parallel but the other 2 are not.
THE RHOMBUS
The rhombus is a shape formed by 4 straight lines. Its 4 sides measure the same length but,
unlike the rectangle, any of all 4 angles measure 90 degrees.
THE PARALLELOGRAM
A parallelogram is a quadrilateral with opposite sides parallel (and therefore opposite angles
equal). A quadrilateral with equal sides is called a rhombus, and a parallelogram whose angles
are all right angles is called a rectangle. A Parallelogram is a flat shape with opposite sides
parallel and equal in length.
EVALUATION
1. what is a plane shape
2. Describe the equilateral, isosceles and scalene triangles.
3. List the types of triangles we have according to their angles.

SUMMARY

CONCLUSION
The teacher emphasizes the main point of the contents during each period providing adequate
whiteboard summary.
ASSIGNMENT
The teacher gives the following assignment to the students
(1)
(2)

APPENDIX II
NOTE OF LESSON ON MATHEMATICS FOR CONTROL GROUP
SUBJECT: Mathematics
TOPIC: Properties of Plane Shapes
CLASS: JSS 3
DURATION: One period
PERIOD: 45 minutes
AGE: 12 – 14 years
SEX: Mixed
BEHAVIOURAL OBJECTIVES: During and at the end of the lesson, student’s should be able
to:
(1) Define the concept of Plane shapes
(2) Mention examples of plane shapes
(3) Say the properties of plane shapes.
INSTRUCTIONAL MATERIALS: The teacher presented to the student’s virtual laboratory
(Symbolab) showing the solutions of Quadratic equation
TEACHING AIDS: white board marker, white board, text-book
ENTRY BEHAVIOUR:
(1) The student have been taught the concept of shapes
(2)
(3) Word problems leading to simultaneous linear equations.
INTRODUCTION:
The teacher introduces the lesson by asking the following questions:
(1) What is a shapes
(2) Give different examples of shapes
(3) Mention types of triangles you know
PRESENTATION
STEP 1: PLANE SHAPES
Plane shapes are two dimensional shapes bounded by lines known as sides. Any shape drawn on
a plane is called a two-dimensional shape (or 2-D shapes for short). When we say a figure is two-
dimensional, we mean it can be measured along x and y axes i.e., it has length and width or
breadth.
STEP II: TYPES OF PLANE SHAPES.
Common plane shapes are:
1. Triangles
2. Circles
3. Rectangle
4. Square
5. Trapezium
6. Rhombus
7. Parallelogram
THE TRIANGLE
The triangle is a shape that is formed by 3 straight lines that are called sides. There are different
ways of classifying triangles, according to their sides or angles.
(a) According to their angles:
• Right triangle: The largest of the 3 angle is a right angle
• Acute angle: The largest of the 3 angles is an acute angle (less than 90 degrees)
• Obtuse Triangle: The largest of the 3 angles is an obtuse angle (more than 90 degrees)
(b) According to their sides:
• Equilateral Triangle: all 3 sides are the same length
• Isosceles Triangle: it has 2 (or more) sides that are of equal length. (An equilateral
triangle is also Isosceles)
• Scalene Triangle: no 2 sides are of equal measure
THE CIRCLES
The circle is a shape that can be made by tracing a curve that is always the same distance from a
point that we call the center. The distance around a circle is called the circumference of the
circle.
THE RECTANGLE
The rectangle is a shape that has 4 sides. A rectangle has two equal sides of one length and two
equal sides of a different length. A rectangle is like a stretched square. The distinguishing
characteristics of a rectangle is that all 4 angles measure 90 degrees.
THE SQUARE
A square has 4 sides but not just any four sides. A squares four sides are all the same length. A
square with one-inch sides is smaller than a square with three-inch sides because one is less than
three. A square is a type of rectangle, but also a type of rhombus. It has characteristics of both of
these. That is to say, all 4 angles are right angles, and all 4 sides are equal in length.
THE TRAPEZIUM
The trapezium also has 4 sides. It has two sides that are parallel but the other 2 are not.
THE RHOMBUS
The rhombus is a shape formed by 4 straight lines. Its 4 sides measure the same length but,
unlike the rectangle, any of all 4 angles measure 90 degrees.
THE PARALLELOGRAM
A parallelogram is a quadrilateral with opposite sides parallel (and therefore opposite angles
equal). A quadrilateral with equal sides is called a rhombus, and a parallelogram whose angles
are all right angles is called a rectangle. A Parallelogram is a flat shape with opposite sides
parallel and equal in length.
EVALUATION
1. what is a plane shape
2. Describe the equilateral, isosceles and scalene triangles.
3. List the types of triangles we have according to their angles.

SUMMARY

CONCLUSION
The teacher emphasizes the main point of the contents during each period providing adequate
whiteboard summary.
ASSIGNMENT
The teacher gives the following assignment to the students
(1)
(2)

APPENDIX III
MATYHEMATICS PERFORMANCE TEST (MPT)
SECTION A: STUDENTS’ PERSONAL INFORMATION
NAME:
CLASS:
GENDER:
SCHOOL:
SECTION B
INSTRUCTION: Answer all questions
1. Which one of these would be an example of a plane shape.
(A) Map
(B) A sugar cube
(C) A jar
(D) An ice-cream

2. What is the difference between a square and a rectangle

(A) The number of sides
(B) The length of the sides
(C) The number of corners
(D) The edges

3. How many sides and corners does a circle have

(A) 1
(B) 3
(C) Infinity
(D) 0

4. The definition of a square is _______

(A) Is a quadrilateral with all sides equal
(B) Is a quadrilateral with all angles 90 degrees
(C) Is a rectangle with a pair of adjacent sides equal
(D) Is a quadrilateral with two pairs of parallel sides

5. The diagonals of a parallelogram are equal

(A) True
(B) False
(C) None
(D) All

6. A rectangle has ________ axes of symmetry

(A) 2
 (B) 4
(C) 3
(D) 6

7. A rectangle is a ________
(A) Quadrilateral
(B) Triangle
(C) Pentagon
(D) None of these

8. All squares are rhombuses

(A) True
(B) False
(C) I don't know
(D) All

9. Which shapehas equal diagonals that bisect each other at right angles
(A) Parallelogram
(B) Rectangle
(C) Square
(D) Rhombus

10. Which shape is an example of a plane shape

(A) Cube
(B) Circle
(C) Cone
(D) Pyramid

11. What are plane shapes in Mathematics

(A) Any closed, flat 2-dimensional shape
(B) Any open, flat 2-dimensional shape
(C) Any closed, 3-dimensional shape
(D) All shapes are plane shape

12. What is the name that we give to a triangle that has no sides and equal length
(A) Scalene
(B) Scaleen
(C) Obtuse
(D) Isosceles

13. The opposite angles in a parallelogram are equal

(A) True
(B) False
(C) Maybe
(D) No
14. All angles of a rhombus measure ________ degrees
(A) 120
(B) 90
(C) 360
(D) 270

15. The distance around a circleis called ________

(A) Chord
(B) Segment
(C) Circumference
(D) Arc

16. A trapezium has ________ sides

(A) 4
(B) 6
(C) 3
(D) 2

17. A quadrilateral with equal sides is called a ________

(A) Square
(B) Circle
(C) Triangle
(D) Rhombus

18. Triangles according to angles include _________

(A) Scalene triangle
(B) Isosceles triangle
(C) Equailateral triangle
(D) Acute triangle

19. A square has ________ axes of symmetry

(A) 4
(B) 3
(C) 2
(D) 5

20. Which of the following quadrilaterals has only one pair of parallel sides
(A) Trapezium
(B) Rhombus
(C) Parallelogram
(D) square
 APPENDIX IV
ANSWERS TO MATHEMATICS PERFORMANCE TEST (MPT)
1. B
2. B
3. D
4. C
5. B
6. A
7. A
8. A
9. C
10. B
11. A
12. A
13. A
14. B
15. C
16. A
17. D
18. D
19. A
20. A

APPENDIX V
SCORES OF STUDENTS TAUGHT PROPERTIES OF PLANE SHAPES USING
MATHEMATICS LABORATORY APPROACH AND LECTURE METHOD
EXPERIMENTAL CONTROL
S/N GROUP GROUP X12 X22
X1 X2
1. 13 8 169 64
2. 12 9 144 81
3. 13 10 169 100
4. 13 8 169 64
5 18 10 324 100
6 16 10 256 100
7. 17 14 289 196
8. 6 8 36 64
9. 10 13 100 169
10. 9 9 81 81
11. 12 10 144 100
12. 11 8 121 64
13. 10 8 100 64
14. 16 7 256 49
15. 13 10 169 100
16. 11 6 121 36
17. 14 5 196 25
18. 11 11 121 121
19. 16 15 256 225
20. 12 6 144 36
21. 13 9 169 81
22. 6 15 36 225
23. 15 13 225 169
24. 11 14 121 196
25. 7 10 49 100
26. 18 11 324 121
27. 14 10 196 100
28. 12 7 144 49
29. 14 5 196 25
30. 17 6 289 36
31. 15 6 225 36
32. 18 5 324 25
33. 8 10 64 100
34. 15 10 225 100
35. 16 8 256 64
36. 6 10 36 100
37. 10 12 100 144
38. 6 10 36 100
39. 12 12 144 144
40. 10 13 100 169
∑ X 1= 496 ∑ X 2= 381 ∑ X 21= 6624 ∑ X 22= 3923
Calculation of Mean ()
= 40, = 40, = 496, = 381

For X 1 = Mean ( X 1 ) =
∑ X 1 = 496 =12.40
N1 40

For X 2 = Mean ( X 2 ) =
∑ X 2 = 381 = 9.53
N2 40

Calculation of Standard Deviation (SD)

= 40, = 40, = 496, = 381, =6624, = 3923, ()2 = 246016, ()2 = 145161

√
SD1 = N 1 ∑ X 21−¿ ¿ ¿ ¿

SD1 = √ 30 ( 1715 )−¿ ¿ ¿

=
√ 51450−257049
870

=−
√ 205599
870

=−√ 236.321

S.D1 = −¿15.37
2
S1 = −¿236.24

Hence SD1 = −¿15.37, SD 21 = 236.24

√
SD2 = N 2 ∑ X 22−¿ ¿ ¿ ¿

SD2 =
√ 30 ( 1356 )−(503)2
30 (30−1)

=
√ 40680−266590
870

=−
√ 225910
870

=−√ 259.67
SD2 = −¿16.11
2
S2 = 259.53

Hence SD2 = −¿16.11, SD 22 = 259.53

Independent t-test analysis of students taught using virtual laboratory approach and
lecture method
X 1− X 2

√ [ ]
2 2
t-cal = ( N 1−1 ) S1 +(N 2−1)S2 1 1
+
N 1 + N 2−2 N1 N2

16.90−16.67
=
√ ( 30−1 ) 236.24 + ( 30−1 ) 259.53 1 1
30+30−2
+
30 30 [ ]
16.90−16.67
=
√ (6850.96+7526.37) 1 1
58
+
30 30 [ ]
0.23
=
√ 14377.33
58
[ 0.33+ 0.33 ]

0.23
=
√247.885 [ 0.66 ]
0.23
=
√163.60
0.23
=
12.79

t-cal = 0.017

d.f = N 1+ N 2 – 2

d.f = 58

t-crit = 1.671
 APPENDIX VI
SCORES OF MALE AND FEMALE STUDENTS TAUGHT QUADRATIC EQUATION
USING VIRTUAL LABORATORY APPROACH
MALE FEMALE
S/N X1 X2 X12 X22
1. 13 13 169 169
2. 12 6 144 36
3. 13 15 169 225
4. 13 11 169 121
5 18 7 324 49
6. 16 18 256 324
7. 17 14 289 196
8. 6 12 36 144
9. 10 14 100 196
10. 9 17 81 289
11. 12 15 144 225
12. 11 8 121 64
13. 10 15 100 225
14. 16 15 256 225
15. 13 16 169 256
16. 11 6 121 36
17. 14 10 196 100
18. 11 6 121 36
19. 16 12 256 144
20. 12 10 144 100
= 253 = 243 = 3365 = 3259

Calculation of Mean ()
= 20, = 20, = 253, = 243
For = Mean () = = =12.65
For = Mean () = = = 12.15
Calculation of Standard Deviation (SD)
= 20, = 20, = 253, = 243, = 3365, = 3259, ()2 = 64009, ()2 = 59049
SD1 =
SD1 =
=
=
=
S.D1 = 2.942
= 8.655
Hence SD1 = 2.942, = 8.655
SD2 =
SD2 =
=
=
=
SD2 = 4.017
= 16.136
Hence SD2 = 4.017, = 16.136
Independent t-test analysis of Male and Female students taught using virtual laboratory.
t-cal =
=
=
=
=
=
=
t-cal = 0.44
d.f = + – 2
d.f = 38
t-crit = 1.686
 APPENDIX VII
TEST FOR RELIABILITY ON STUDENTS’ ACADEMIC PERFORMANCE IN
PROPERTIES OF PLANE SHAPES.
S/N ODD (X) EVEN (Y) X2 Y2 XY
1. 13 13 169 169 169
2. 15 13 225 169 195
3. 9 8 81 64 72
4. 4 5 16 25 20
5 11 10 121 100 110
6. 10 10 100 100 100
7. 9 8 81 64 72
8. 9 11 81 121 99
9. 13 12 169 144 156
10. 15 14 225 196 210
11. 10 10 100 100 100
12. 11 11 121 121 121
13. 8 7 64 49 56
14. 9 8 81 64 72
15. 13 12 169 144 156
16. 13 14 169 196 182
17. 15 14 225 196 210
18. 15 16 225 256 240
19. 18 17 324 289 306
20. 17 12 289 144 204
∑ X = 237 ∑ Y = 225 ∑ X 2= 3035 ∑ Y 2= 2711 ∑ XY =2850

USING PEARSON PRODUCT MOMENT CORRELATION

∑x = 237, ∑y = 225, ∑X2 = 3035, ∑Y2 = 2711, ∑XY = 2850

N ∑ XY – ∑ X ∑ Y
r=
√¿ ¿ ¿

( 20 x 2850 )− ( 237 ) ( 225 )

r=
√¿¿¿

57000−53325
r=
√( 60700−56169 ) ( 54220−50625 )
3675
r=
√( 4531 ) (3595)
3675
r=
√16288945
 3675
r=
4035.9565

r = 0.91