ABSTRACT

This study was designed to find out the effectiveness of writing to learn mathematics and triangulation assessment tools and methods on student's academic achievement, self concept and interest as affective outcome in the learning of mathematics. Nonrandomized control group quasi experimental design was employed in the study. The study was guided by nine research questions and nine null hypotheses. The area of the study was South –South Geopolitical Zone, of Nigeria. The population of the study comprised 10,648 year two students in the thirteen Colleges of Education in the South –South Geopolitical Zone, in the 2018/2019 academic session. But the study focused on 3,306 year two students of Akwa Ibom State College of Education. A sample of 386 year 2 students in the School of Art that offer Basic General Mathematics IV as a general course, was selected using simple random sampling and purposive sampling technique. They were assigned to experimental and control groups. The experimental and control groups were taught and assessed using writing to learn and triangulation tools and methods and conventional close ended test method respectively. Four researcher constructed instruments  Mathematics Achievement Test of 25 items, Mathematics self concept/ interest inventories of 40 items each, Mathography and alternative solution worksheet writing prompts were used for quantitative and qualitative data collection. Data generated were analyzed using both quantitative and qualitative analysis methods. Mean and standard Deviation were used to answer the research questions while Multivariate Analysis of Covariance, Multivariate Analysis of Variance and Multiple Regression Analysis were used to test null hypotheses at p < 0.05 and template analysis method was used for the qualitative analysis. The results revealed among others that writing to learn and triangulation assessment approach were more effective in fostering achievement and facilitating affective outcome of students in mathematics. That the female students benefited more significantly than the male students in both achievement and affective outcome in mathematics, from the alternative assessment methods. Interaction effect between writing to learn and triangulation method was not significant in achievement and affective outcomes as revealed by the study. The findings had tremendous implication for curriculum planners, teacher educators, lecturers and the learners. Based on the findings it was recommended among others that Mathematics lecturers should be encouraged to employ the assessment/ instructional activities such as writing to learn, performance based alternative solution worksheet, writing to demonstrate knowledge and Triangulation Reciprocity and Project based methods of assessment before, within and after a Mathematics lesson in order to relate Mathematics to real life. This will help to correct the wrong impressions the students have about Mathematics, and help in retention of Mathematics concept taught. To ensure that Mathematics educators are equipped with the usage of writing to learn and triangulation assessment methods, preservice Mathematics educators should be trained on the use of alternative method of assessment during their training process by the teacher educators. Curriculum planers should incorporate the use of writing to learn and triangulation assessment methods/ instructional package in restructuring Mathematics curriculum in Nigeria.