EFFICACITY OF HARKNESS TEACHING METHOD ON STUDENT ACHIEVEMENT IN MATHEMATICS

Abstract

Mathematics is very important in the society because it is the foundation of science, technology and engineering. Unfortunately low achievement in mathematics affects a large number of students due to various deficits that include attitudes, motivation, anxiety and instructional factors such as teaching methods. Creative and innovative forms of instruction that are more effective and student-centred need to be employed to improve the achievement in mathematics. The purpose of the study was to explore the efficacy of Harkness teaching method on students’ achievement in mathematics. Quasi-experimental research design and specifically Solomon Four Group was used in the study. The target population comprised of secondary school students in Meru South Sub-county. The accessible population was Form three students in co-educational schools in the Sub-county. The sample size was 79 form three students from four secondary schools in the Sub-county. Simple random sampling was used to assign the selected schools to either experimental or control group. Mathematics Achievement Test was used as research instrument to measure students’ achievement. Data was analysed using descriptive statistics such as mean, standard deviation and inferential statistics like t-test and ANOVA. The hypothesis was tested at 0.05 level of significance. The findings of the study showed that Harkness teaching method resulted in higher achievement so it had positive impact on students’ achievement in mathematics. The research found that Harkness teaching method is an effective teaching method, which mathematics teachers should be encouraged to use when teaching mathematics in secondary schools and should be implemented in all teacher education programmes in Kenya.