Hypothesis 5: The more capable a unit within an organisation is in dealing with situations of strategic contingency, the greater the power it
1. When supply and demand side commitment correspond
UNIVERSITY OF IBADAN LIBRARY
95
demeanour of lesson presentation respectively. . This implies that these teachers faced difficulties in the area of motivating students, presenting pupils/teachers activities, in-depth understanding of the subject matter, assessing learning during teaching and taking decision on the next action to be taken because they scored below average in all these areas. The total score of pre-service teachers exposed to TDAS on lesson presentation is 49%, which is below average.
It is also shown that pre-service teachers exposed to PABIS scored 56%, 68%, 65%,57%, 57%, 57%, 48% and 59% in the area of motivating, pupils/teachers activities, using materials, subject mastery, classroom atmosphere, assessment, next step of action and teachers demeanour of lesson presentation respectively. This implies that the only place those exposed to PABIS have difficulty is in the area of deciding the next step of action. The total lesson presentation score of pre-service teachers exposed to PABIS is 59%. Therefore, it can be inferred that those exposed to PABIS had less difficulties in presenting activity-based primary mathematics lessons than those exposed to TDAS. Figure 4.2.1 gives further graphic information on this:
Fig. 4.2.1: Bar Chart Showing Performance of Pre-service Teachers Exposed to TDAS and PABIS in the Areas of Lesson Presentation
UNIVERSITY OF IBADAN LIBRARY
96
Table 4.3.1: Summary of Analysis of Covariance (ANCOVA) on Pre-service Teacher Lesson Planning Score
Table 4.3.1 reveals that there is a significant main effect of treatment on pre-service teachers‘
lesson planning skills (F(2,318) = 628.15; P<0.05; partial η2 = .80). Therefore, H01 is rejected. The effect size is given to be 80%. Table 4.3.2 reveals the magnitude of performance across the groups.
Dependent Variable: TOTAL POST SCORE
197123.922a 18 10951.329 145.959 .000 .892
153309.767 1 153309.767 2043.307 .000 .865
.053 1 .053 .001 .979 .000
94260.681 2 47130.341 628.151 .000 .798
18.170 2 9.085 .121 .886 .001
6.667 1 6.667 .089 .766 .000
173.872 4 43.468 .579 .678 .007
329.591 2 164.796 2.196 .113 .014
6.374 2 3.187 .042 .958 .000
33.845 4 8.461 .113 .978 .001
23859.609 318 75.030
663587.000 337 220983.531 336 Source
Corrected Model Intercept PRESCORE TRTMT NUABRATE GENDER
TRTMT * NUABRATE TRTMT * GENDER NUABRATE * GENDER TRTMT * NUABRATE * GENDER
Error Total
Corrected Total
Type III Sum
of Squares df Mean Square F Sig. Partial Eta
Squared
R Squared = .892 (Adjusted R Squared = .886) a.
UNIVERSITY OF IBADAN LIBRARY
97
Table 4.3.2: Estimated Marginal Means on the Treatment, Numerical Ability and Gender Variable N Mean Std. Error Intercept
Grand mean (Post-score mean) Pre-score mean
337 42.81 .76
337 13.93 .61
Treatment
Activity-based (Exp 1)
Teacher Demonstration (Exp 11) Conventional (control)
73 55.37 1.30
103 61.73 1.70
161 11.32 .81
Numerical Ability
Low Average High
200 42.53 .76
90 42.44 1.08
47 43.46 1.86
Gender
Male Female
111 42.58 1.32
226 43.03 .75
Table 4.3.2 reveals that the pre-service teachers exposed to teacher demonstration have the highest based lesson planning score (61.73); followed by those exposed to activity-based (55.37) while those exposed to conventional teaching have the lowest activity-activity-based lesson planning score (11.32). These information are represented in a chart below
UNIVERSITY OF IBADAN LIBRARY
98
Fig. 4.3.1: Bar Chart Showing Level of Lesson Planning Skills Acquired by the Pre-Service Teachers after Training
Table 4.3.3 shows the source(s) of the significant difference by pairwise comparison.
Table 4.3.3: Summary of Scheffe‟s Post Hoc Pairwise Comparison of the Scores within the Three Groups
Treatment Mean score Exp.1 Exp.11 Control
Pupil-centred Activity-based (Exp.
1)
55.37 * *
Teacher Demonstration (Exp. 11) 61.73 * *
Conventional (Control) 11.32 * *
Table 4.3.3 reveals that the significant main effect exposed by table 4.3.1 is as a result of the significant difference between:
i. Activity-based and Teacher demonstration ii. Activity-based and Conventional
iii. Teacher demonstration and Conventional
UNIVERSITY OF IBADAN LIBRARY
99
This implies that those exposed to teacher demonstration performed significantly better than those exposed to activity-based instructional strategy and that those exposed to activity-based instructional strategy performed significantly better than those exposed to conventional strategy.
Ho2: There is no significant main effect of numerical ability on pre-service teachers‘ lesson planning skills
Table 4.3.1 presented earlier showed that there is no significant main effect of numerical ability on pre-service teacher lesson planning skills (F(2,318) = 0.12; P>0.05; partial η2 = .001).
Therefore, H02 is not rejected. Table 4.3.2 also showed the lesson planning mean score according to the numerical ability. Those with low numerical ability have lesson planning mean score of 42.53; those with average numerical ability have 42.44 and those with high numerical ability have 43.46. The differences among these values have been shown not to be significant.
Ho3: There is no significant main effect of gender on pre-service teachers‘ lesson planning skills.
Table 4.3.1 revealed that there is no significant main effect of gender on pre-service teachers‘
lesson planning skills (F(1,318) = 0.09; P>0.05; partial η2 = .00). Therefore, H03 is not rejected.
Table 4.3.2 also revealed the lesson planning mean score of the male pre-service teachers to be 42.58 and that of the female is 43.03. The difference between these values is not significant.
Ho4: There is no significant interaction effect of treatment and numerical ability on pre-service teachers‘ lesson planning skills.
It is shown in table 4.3.1 which indicates that there is no significant interaction effect of treatment and numerical ability on the pre-service teachers‘ lesson planning skills (F(4,318) = 0.58;
P>0.05; partial η2 = .01). Therefore, H04 is not rejected.
Ho5: There is no significant interaction effect of treatment and gender on pre-service teachers‘
lesson planning skills.
Table 4.3.1 revealed that there is no significant interaction effect of treatment and gender on Pre-service teachers‘ lesson planning skills (F(2,318) = 2.20; P>0.05; partial η2 = .01).
Therefore, H05 is not rejected.
UNIVERSITY OF IBADAN LIBRARY
100
Ho6: There is no significant interaction effect of numerical ability and gender on pre-service teachers‘ lesson planning skills.
Table4.3.1 revealed that there is no significant interaction effect of numerical ability and gender on the pre-service teachers‘ lesson planning skills (F(2,318) = 0.04; P>0.05; partial η2 = .00). Therefore, H06 is not rejected.
Ho7: There is no significant interaction effect of treatment, numerical ability and gender on pre-service teachers‘ activity-based lesson planning skills.
Table 4.3.1 revealed that the 3-way interaction of treatment, numerical ability and gender on pre-service teachers‘ lesson planning skills is not significant (F(4,318) = 0.11; P>0.05; partial η2 = .00).
Hence, H07 is not rejected.
Ho8: There is no significant difference among pre-service teachers exposed to TDAS, PABIS and Conventional strategies in their activity-based mathematics lesson delivery after the training.
It should be noted that some level of mortality was experienced during the collection of lesson delivery data. Twenty-one (21) students out of the 337 were not found. Therefore, 316 participants were observed.
UNIVERSITY OF IBADAN LIBRARY
101
Table 4.3.4: Summary of Analysis of Variance (ANOVA) Showing Difference between Treatment Groups, Numerical Ability and Gender on Pre-service Teachers Lesson
Delivery
Table 4.3.4 reveals that there is a significant difference between the treatment groups in pre-service teachers‘ primary mathematics activity-based lesson delivery (F(2, 298) = 63.63;
P<0.05; partial η2 = 0.30). Therefore, Ho8 is rejected. The treatment has the effect size of about 30% of the total variance in the dependent variable (Partial eta square = 0.29). Table 4.3.5 presents the magnitude of lesson delivery performance across the groups.
Table 4.3.5: Estimated Marginal Means Showing the Lesson Presentation Scores of the Pre-Service Teachers across the Groups
Treatment Mean Std. Error Partial eta sq.
TDS PABIS Convent.
49.69 59.36 46.15
.89 .89 .80
.299
Dependent Variable: lesson plan utilization score
8838.969a 17 519.939 11.222 .000 .390
504519.227 1 504519.227 10889.073 .000 .973
5896.327 2 2948.164 63.630 .000 .299
43.543 2 21.771 .470 .626 .003
7.652 1 7.652 .165 .685 .001
87.144 4 21.786 .470 .758 .006
237.008 2 118.504 2.558 .079 .017
98.299 2 49.149 1.061 .347 .007
19.400 4 4.850 .105 .981 .001
13807.120 298 46.333
817654.000 316 22646.089 315 Source
Corrected Model Intercept trtmt NUMABIL GENDER trtmt * NUMABIL trtmt * GENDER NUMABIL * GENDER trtmt * NUMABIL * GENDER
Error Total
Corrected Total
Type III Sum
of Squares df Mean Square F Sig. Partial Eta
Squared
R Squared = .390 (Adjusted R Squared = .356) a.
UNIVERSITY OF IBADAN LIBRARY
102
Table 4.3.5 reveals that those exposed to PABIS had the highest activity-based lesson delivery mean score (59.4), followed by those exposed to TDAS (49.7) while those exposed to conventional strategy had the lowest mean score (46.2). Figure 4.3.2 shows this in a chart.
Fig. 4.3.2: Bar Chart Showing Pre-service Teachers Activity-based Lesson Delivery Scores across the Three Groups
Further, in order to determine the source(s) of the significant difference among these three groups in their level of activity-based lesson delivery scores, pair wise comparison analysis was carried out. Table 4.3.6 presents the results.
Table 4.3.6: Pairwise Comparison of Scheffe‟s Post Hoc Analysis Showing Sources of Significance
Treatment groups
Mean TDS PABIS Conv.
TDS 49.7 * *
PABIS 59.4 * *
Conv. 46.2 * *
UNIVERSITY OF IBADAN LIBRARY
103
Table 4.3.6 reveals that the significant difference among the three groups exposed by table 4.3.4 was as a result of the significant difference between:
a. TDAS and PABIS b. TDAS and Conventional c. PABIS and Conventional
The implication of this is that those exposed to PABIS performed significantly better than those exposed to TDAS in activity-based lesson delivery while those in TDAS performed significantly better than those exposed to conventional strategy.
Ho9: There is no significant difference among pre-service teachers with low, average and high numerical ability in their activity-based mathematics lesson delivery after training.
Table 4.3.4, shows that there is no significant difference among pre-service teachers with low, average and high numerical ability in their activity-based primary mathematics lesson presentation (F(2, 298) = 0.47; P>0.05; partial η2 = 0.003). Hence, Ho9 is not rejected. The partial eta square reveals that numerical ability accounted for just 0.3% of the total variance in the activity-based lesson delivery of the pre-service teachers.
Ho10: There is no significant difference between male and female pre-service teachers in their activity-based mathematics lesson delivery after training.
Table 4.3.4 reveals that there is no significant difference between male and female pre-service teachers in their activity-based primary mathematics lesson delivery (F(1, 298) = 0.17;
P>0.05; partial η2 = 0.001). Therefore, Ho10 is not rejected. The partial eta square reveals that gender accounted for just 0.1% of the total variance in the activity-based lesson delivery of the pre-service teachers.
Ho11: There is no significant difference among pre-service teachers in their academic performance in PES 122.
The analysis here is based on 316 participants that had the post score of the lesson delivery
UNIVERSITY OF IBADAN LIBRARY
104
Table 4.3.7: Summary of ANOVA Showing Effect of Treatment on Academic Performance of Pre-service Teachers in Mathematics Methodology Course
Dependent Variable:score
Source
Type III Sum
of Squares Df Mean Square F Sig.
Partial Eta Squared
Corrected Model 9012.895a 17 530.170 10.777 .000 .381
Intercept 499360.635 1 499360.635 1.015E4 .000 .971
Trtmt 6521.295 2 3260.647 66.279 .000 .308
Numabil 23.376 2 11.688 .238 .789 .002
Gender 62.664 1 62.664 1.274 .260 .004
Trtmt * numabil 112.386 4 28.097 .571 .684 .008
Trtmt * gender 273.517 2 136.758 2.780 .064 .018
numabil * gender 37.306 2 18.653 .379 .685 .003
Trtmt * numabil *
gender 27.760 4 6.940 .141 .967 .002
Error 14660.404 298 49.196
Total 817828.750 316
Corrected Total 23673.300 315 a. R Squared = .381 (Adjusted R Squared = .345)
Table 4.3.7 shows that there is a significant difference among pre-service teachers exposed to TDAS, PABIS and Conventional strategies in their academic performance in mathematics methodology course, PES 122 (F(2, 298) = 66.28; P<0.05; partial η2 = .31). Therefore, Ho11 is rejected. The partial eta square reveals that the treatment accounted for 31% of the total variance in the pre-service teachers‘ academic performance in PES 122. Table 4.3.8 reveals the magnitude of performance across the groups
UNIVERSITY OF IBADAN LIBRARY
105
Table 4.3.8: Estimated Marginal Means Showing Performances of Pre-service Teachers in PES 122 across the Institutions
Treatment N Mean Std. Error
TDAS PABIS Conv.
101 72 143
49.69 59.36 45.36
.91 .91 .83
Total 316 49.21 1.29
Table 4.3.8 reveals that pre-service teachers exposed to PABIS had the highest mean score in PES 122 examination (59.4), followed by those exposed to TDAS (49.7) and those exposed to Conventional strategy scored the lowest (45.4). Table 4.3.9 shows the pair wise comparison of the pre-service teachers‘ achievement in order to reveal the sources of significance.
Table 4.3.9 Summary of Pair wise Comparison of pre-service Teachers‟ Academic Performance in PES 122
Treatment Groups
Mean score TDS PABIS Conv.
TDAS 49.69 * *
PABIS 59.36 * *
Conv. 45.36 * *
UNIVERSITY OF IBADAN LIBRARY
106
Table 4.3.9 reveals that the significant main influence of treatment on academic achievement of the pre-service teachers in PES 122 is as a result of significant difference between those exposed to:
i. PABIS and TDAS strategies
ii. PABIS and Conventional strategies and iii. TDAS and Conventional strategies.
These indicate that those exposed to Pupil-centred Activity-based Instructional Strategy (PABIS) performed significantly highest, those exposed to Teacher Demonstration performed significantly higher while those exposed to Conventional Strategy performed the lowest. Figure 4.3.3 shows the performance in a chart form.
Fig. 4.3.3: Bar Chart Showing Academic Performances of the Pre-service Teachers across the Groups
UNIVERSITY OF IBADAN LIBRARY
107