Shifting Perspectives in Mathematics: The Effect of Graphmatics Teaching Strategy versus Conventional Methods on Students’ Attitude towards Quadratic Graphs
Affective factors such as motivation and confidence are critical predictors of success in mathematics; however, senior secondary students in Nigeria frequently exhibit anxiety and negative attitudes towards graphical concepts due to entrenched, teacher-centred instructional methods. This study investigated the impact of the Graphmatics Teaching Strategy (GTS) on students’ attitudes towards quadratic graphs, comparing its efficacy against the Conventional Teaching Method (CTM). A quasi-experimental pre-test, post-test, non-equivalent control group design was employed, utilizing a sample of 128 Senior Secondary School 2 (SSS2) students from two public schools in Lagos State. Data were collected using a validated 20-item Student Attitude Questionnaire (SAQ) and analyzed using Analysis of Covariance (ANCOVA). Results revealed that students taught using GTS achieved a substantially higher mean attitude gain (38.02) compared to the CTM group (16.70). Furthermore, ANCOVA indicated a statistically significant difference in post-test attitude scores in favour of the GTS group, F(1,125)=216.74, p<.05. The study concludes that GTS effectively dismantles affective barriers by transforming abstract algebraic concepts into interactive visual experiences. It is recommended that educational policymakers integrate dynamic mathematics software into public schools and provide targeted teacher training to foster experiential learning.
Keywords: Attitude towards Mathematics, Conventional Teaching Method, GeoGebra, Graphmatics Teaching Strategy, Mathematics Anxiety and Quadratic Graphs.
