Abstract:
The study addressed the curriculum problem of the placement of the teaching and
learning of quadratic equations in the senior secondary school. Its purpose was to assess the ability of Form One students to solve quadratic equations by investigating their performance in using four methods. The methods are quadratic formula. completing the square, factorisation and Equivalent Simultaneous Linear Equations (ESLE).
Twelve classes of 511 Form One students from 6 senior secondary schools selected by stratified random sampling in Cape Coast and Sekondi-Takoradi took part in this study.
There were 2 boys', 2 girls' and 2 mixed schools. The sample included 279 girls and the
mean age of the sample was 16.2.
The pretest-posttest comparison group design was used. Each class studied one of
the four methods and took a posttest. Treatment groups' mean scores on this posttest were compared with their respective mean scores on the second term matheplatics examinations (STME) which served as the pretest. The posttest scores were also used to compare the effectiveness of the methods. The t-test was used but where significant differences had occurred between classes on the STME. ANCOVA was used for the comparison.
The subjects performed significantly better on the posttest than in the STME. The quadratic formula proved significantly superior to the other methods. The ESLE. factorisation and completing the square followed in that order. It was concluded that the solution of quadratic equations can be taught effectively in Form One. and that the quadratic formula seems to be the best method of choice. Implications for curriculum development are discussed and recommendations made for further research.
