EFFECT OF MOTIVATION-INDUCING TEACHING STRATEGIES ON UPPER BASIC STUDENTS’ INTEREST IN MATHEMATICS

The study was on the Effect of Upper Basic Students’ Interest in mathematics. The research was conducted in Vandeikya Local Government Area of Benue State. The 18 government owned Universal Basic Education (UBE) Schools made up population of the schools. The population of Basic 8 (JS2) students was 1345. The sample for the study consisted of 277 upper Basic 8 (JS2) students from the four selected schools. A Quasi experimental design was adopted for the study. Two research questions and two null hypotheses were formulated to guide the study. The research instrument used to collect data for the study was Upper Basic Mathematics Interest Inventory (UBMII) with a reliability coefficient of 0.71 using Cronbach coefficient alpha. Descriptive statics of Mean (π) and Standard Deviation (δ) scores were used to answer the research questions, while ANCOVA was used for testing the hypotheses. The findings showed that the use of MITS improved students’ interest in mathematic learning more than conventional approach. Though, the difference in mean interest scores, between MITS and Conventional approach was not significant F(1,276)=1.600, P=.207>0.05. Also there was no significant difference between the mean interest score of male and female students taught mathematics using MITS F(1, 133) = 0.064, P= .801>0.05. Based on the findings, it is recommended that whatever the situation, teacher and students should be encouraged to use MITS in teaching/learning mathematics.