Abstract:
The study employed a quasi-experiment design to evaluate the effect of using
Spreadsheet Instructional Method as compared to a Conventional Method on students’
performance in quadratic functions. Lessons delivered with both approaches employed a
guided discovery; a mix of direct instruction and hands-on activities in a context in which
mathematics learning have been deep-rooted in teacher-centred approaches of teaching.
Interviews and teacher made achievement test were used to collect data from senior high
school students in Ghana. Data was analysed using paired sample t-test and analysis of
covariance for the achievement test whereas interviews were transcribed and coded using
data reduction technique. The study showed that the Spreadsheet Instructional Method served
a useful pedagogical approach, impacted more on the students’ performance and has the
potential of improving teaching and learning mathematics in Senior High schools. The use of
the spreadsheet made lessons more practical and interesting; gave students greater
opportunities to verify results and make links between spreadsheet formula, quadratic
functions and graphs. In spite of its potential, the study recognized that for spreadsheet to be
effective in teaching mathematical concepts, a mix of direct instruction and hands-on
activities should guide the lesson development and delivery.
