TABLE OF CONTENTS
ACKNOWLEGEMENT
APPROVAL
DEDICATION
DECLARATION
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TABLE OF CONTENTS v
LIST OF ABBREVIATION vii
ABSTRUCT viii
CHAPTER ONE 1
GENERAL INTRODUCTION 1
1.0 Introduction 1
1.1 Background of the Study 1
1.2 Problem Statement 3
1.3 Purpose of the Study 4
1.4 Objective of the study 4
1.5 Research Questions 4
1 .6 Hypothesis s
1.7 Significance of the Study 5
CHAPTER TWO 7
LITERATURE REVIEW 7
2.0 Introduction 7
2.1 Theoretical Framework 7
2.2 How Children Learn Mathematics 8
2.3 Factors That Affect Children Learning of Mathematics 10
2.4 The Available Learning Resources in School 12
2.5 The Effect of Learning Resources on Students Academic Performance in
Mathematics 13
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CHAPTER THREE .15
RESEARCH METHOPDOLOGY 15
3.0 Introduction 15
3.1 Research Design 15
3.2 Research Environment 15
3.3 Population and Sample 16
3.4 Research Instrument 16
3.5 Methods of Data Analysis 17
CHAPTER FOUR 18
DATA PRESENTATION, ANALYSIS AND INTERPRETATION 18
4.0 Introduction 18
4.1 Data Description 18
4.1.1 Description of Respondents According to Gender 18
4.1.2 Description of students by Class Group Attended 19
4.1.3 Description of Marks by pre-test post test Groups 20
4.2 How Children Learn Mathematics 21
CHAPTER FIVE 29
SUMMARY, CONCLUSION AND RECOMMENDATION 29
5.0 Introduction 29
5. lSumrnary of Major Findings 29
5.2 Conclusion 30
5.3 Recommendations 31
5.4 Areas for Further Research 32
REFERENCES 33
APPENDICES 34
APPENDIX A: QUESTIONERS 34
APPENDIX B: PRE-TEST TEST AND POST-TEST 36
APPENDIX C: PROPOSED BUDGET 37
APPENDIX D: TIME FRAME 38
ABSTRACT This study set out to investigate the impact of learning resources on the academic performance of students in mathematics in secondary school, Pallisa East district Uganda The study followed an experimental research design, using both the pre-test and post-test scores of the experimental and control groups. Random sampling was used to assign 27 students to the experimental group and 27 to the control class, making a total sample size of 54 students. But purposive sampling was also used to select ten teachers, especially those who teach mathematics. Three instruments were employed in data collection one was a test result mark list for both the control and experimental group and pre-tested post test scores. The second was a researcher made questionnaire and an interview, for mainly the teachers. The student’s samples to test were the major technique used to test he null hypotheses of the study frequency tables and cross-tabulations were also used in the analysis. The study found out that students learn more when they are doing, which implied using learning resources (80% of teachers views). Also 70% of teachers showed that students learn more when they are seeing and listening. Other factors that teachers are students’ attitude (90%), environment (90%) teacher factors (90%) home factors (90%), learner’s motivation and readiness (80%). The findings also showed that learning resources have a positive input on students’ performance in mathematics, but it’s not statistically significant (t = -0.812 and p 274 for the pre-test and post-test scores, and t -0.802 and p = 0.284) for the experimental and control classes, post test results). The researcher concluded that teachers and students prefer to teach and learn touching and seeing learning resources, however learning resources a loan cannot boost performance, unless they are supplemented by other factors like positive students attitude, good viii environment, good experienced teachers, motivation, students readiness, willingness and home background. The researcher recommended that the relevance, suitability and applicability of learning resources should be tested before they are applied, and that learning resources should provided together with improvement in other factors like teacher experience / training, students’ attitude environment, motivation and parents contributions where resources are adequately provided without considering those factors, they (learning resources) may not significantly boost students performance as expected.
