Assessing the relative effectiveness of determinant method of teaching on SS3 Students' Achievement in simultaneous linear equations

Abstract

This study investigated the effect of determinant method of teaching on SS3  students' achievement in simultaneous linear equations. The study used quasi-experimental research design with intact classes for the experimental and control groups. The sample had 180 SS3 students selected using stratified sampling technique from Mangu Local Government Area in Plateau State, Nigeria. Two  hypotheses were formulated and tested at 0.05 level of significance. Simultaneous Equation Achievement Test (SEAT) was used for data collection. The findings revealed that determinant method improved SS3 students' achievement in  simultaneous linear equations better than the use of conventional methods. Also, the mean difference in achievement of boys and girls in the experimental group was not statistically significant, so both sexes benefited equally. Thus, it was  recommended that teachers should employ determinant method of teaching as a strategy in teaching simultaneous equation and authors of textbooks should be encouraged to develop materials using determinant methods.

Keywords: Determinant Method, Achievement, Simultaneous Equations, Gender