Victor Kalu OBASI, Clement Onwu IJI and Abel Oko AGBO-Egwu
Department of Mathematics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
Abstract
This study explored the comparative effects of set-induction and demonstration approaches on the interest of Upper Basic Education students in algebra in Umuahia-North Local Government Area, Abia State, Nigeria. A quasi-experimental design involving non-equivalent groups was adopted. The sample comprised 159 Basic 7 students, including 94 males and 65 females. Two intact classes were exposed to the set-induction approach, while the other two were taught using the demonstration approach. Instruction followed the regular school timetable. The data collection instrument was the Algebra Interest Inventory (AII), which yielded a reliability coefficient of 0.92, indicating high reliability. The study addressed three research questions and tested three hypotheses. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. Findings indicated that students taught with the demonstration approach had higher mean interest ratings compared to those taught using the set-induction approach, with a statistically significant difference (F(1,158) = 6.04, p = 0.015). Furthermore, female students taught with the set-induction approach showed greater interest than their male counterparts. Similarly, among students taught using the demonstration approach, females had higher mean interest ratings than males, although this difference was not statistically significant. The study concluded that the demonstration approach was more effective in enhancing students’ interest in algebra. It was recommended that mathematics educators integrate both set-induction and demonstration approach to foster active participation and bridge gender-related interest gaps in algebra.
Keywords: Mathematics, Mathematics Education, Set-Induction Approach, Demonstration Approach, Interest, Algebra, Basic Education
How to Cite this Article: Obasi, V. K., Iji, C. O. & Agbo-Egwu, A. O. (2025). Comparative Effects of Set-Induction and Demonstration Approaches on Basic Education Students’ Interest in Algebra in Umuahia-North Local Government Area, Abia State, Nigeria. VillageMath Educational Review (VER), 7(1), 63-73. https://doi.org/10.5281/zenodo.15640831
