Activity-oriented instruction versus traditional textbook method in tenth grade geometry : a comparative study

Abstract

The study was conducted to determine whether a significant difference existed between the effects of two methods of instruction, namely activity-oriented and traditional textbook. The two dependent variables examined were achievement and attitudes. -- A unit of work on the geometry of the circle was taught to two groups of 12 students randomly assigned from a general grade ten class at Buchans Public High School. Once group was taught using the textbook; the other group used an instructional package devised by the investigator. -- Parallel forms of criterion referenced test were administered as a pretest and posttest in order to measure the achievement variable. Attitudes were measured by issuing a pretest and posttest attitudes questionnaire. -- The analysis of the results showed a significant difference in achievement on the posttest, only when the Canadian Test of Basic Skills scores were used as a covariate. A chi square analysis of the attitudes data showed a significant difference between treatments on the posttest but no significant difference between treatments on the posttest but no significant difference on the pretest. No significant correlation between attitudes and achievement was found to exist on the pretest scores for control group, experimental group or combined group and the control group’s posttest scores. A significant correlation did exist for the experimental and control group’s posttest scores.