ASSESSEING PUPILS AFFECTIVE BEHAVIOUR IN MATHEMATICS

THROUGH MONTESSORI INSTRUCTIONAL APPROACH

BY

UNAMBA, EUGENE CHUKWUEMEKA

DEPARTMENT OF PRIMARY EDUCATION STUDIES
ALVAN IKOKU UNIVERSITY OF EDUCATION OWERRI
Phone: 08038956166
E-mail: unambaec@yahoo.com
AND
KALU CHIDIMMA UDA & EKEH MARTIN .C.
DEPARTMENT OF EARLY CHILDHOOD CARE EDUCATION
ALVAN IKOKU FEDERAL COLLEGE OF EDUCATION OWERRI
Phone: 08037458319

Abstract
This study assessed pupils’ affective behaviours in mathematics in mathematics through Montessori instructional approach.
Based on the purpose of the study one research question and one hypothesis guided the study. The population of the
consisted of all primary school teachers’ class (1, 2 and 3) in Owerri Municipal Council Area of Imo State. The sample size of
the study was made of 300 teachers involving 10 teachers from each class in the primary schools selected using purposive
and simple random sampling technique. An adapted Rater’s guide for affective behaviours was used for data collection. Face
and content validity were done by two experts in mathematics education and one expert in measurement and evaluation. The
internal consistency of the items was established to be 0.79 using cronbach alpha reliability statistics method. The data
generated were analyzed using mean and standard deviation for the research question while ANOVA were used to test the
hypothesis at 0.05 level of significant. The results indicated that irrespective of class levels Montessori instructional approach
is effective in assessing pupil’s affective behaviours in mathematics. The major recommendations were Workshops and
seminars should be organized for teachers so as to attract them with innovative approach of teaching that will enhance pupil’s
behaviours in learning mathematics.

KEYWORDS: Assessment, Affective Bahaviour, Mathematics AND Montessori Instructional

Approach

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Introduction
Mathematics according to Nwoke & Nnaji (2011) is the study of quantity, structures,
space and change. It developed through the use of abstraction and logical reasoning from
counting, calculation, measurement, and the study of the shapes and motion of physical
objects. The ingredient for the effective articulation of the abstract elements of science that
gives impetus to the development of technologies of any nation based on mathematics. The
indispensability of mathematics is in human day to day activities cannot be over emphasized;
therefore considered as the bedrock of all scientific and technological breakthrough and
advancement for all the actions of human development. It is the language and culture common
to all studies (Harbor-Peters, 2000). Mathematics involves thinking logically and reasonably,
so as to understand how formulae are derived and their applications. The study of mathematics
has been and will continue to be of tremendous importance to humanity for it’s as ability to
explain natural phenomena and everyday occurrences as well as its central role in the world’s
technological development. Rahman and Amozo (2004) have noted that the importance of
mathematics does not only lie in its development but also in its utility in day today interactions.
Ogunkunle (2007) noted that the widespread utility of mathematics in scientific and
technological application made mathematics education a key predictor of scientific
competitiveness.

Moore (2005) asserted that mathematics is the logical language for expressing ideas,
shapes quantities sizes, order, charge and dynamism in the system, and for explaining the
complexities of modern society in the business, economic, academic, engineering and medical
settings. This suggests why the Federal Republic of Nigeria (FGN, 2013) in the National policy
on Education accorded prominence to mathematics at both primary and other levels of
education as it is made compulsory. Mathematics comprises of number and numeration,
algebra, trigonometric, geometry, statistics and probability. According to Elhot, Kratochwill,
Crok and Traver (2002), Kurumeh (2006), Musa and Agwuajah (2006) and Abakpa (2011)
pupils achievement in mathematics is low. Several studies and researchers have found that
factors that influence the pupil’s performance in mathematics among these are teachers-
student behaviours towards mathematics (Odili 2006). Lack of instructional resources and

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instructional technique (Olosunde & Olaleye, 2010) among others. Although many
factors affect student’s mathematics learning and achievement, one factor over which
schools have the immediate control is the choice of mathematics program to be
implemented by teachers, administrations and curriculum developers; instructional
technique adopted by the teacher can be manipulated to bring about improvement in
performance of students. Several studies have shown that good instructional approaches
are capable of improving the achievement of children in mathematics and other subjects
(Iji, 2005, Ihendinihu, 2008) and one of such instructional approach is the use of
Montessori approach.

Montessori approach is an innovative approach designed to engage in children learning.

Montessori emphasizes that every child goes through a unique development process and as a
unique individual can learn in line with his/her capacity. Montessori approach is based on the
tenet that children learn most effectively when information is developmentally appropriate
(Ryniker and Shoho 2001). In this approach, children learn at their own pace through
manipulation of objects. In the Montessori approach, teachers do not direct learning but respect
the children’s effort towards independent mastery (Crain, 1992). In Montessori classroom,
learning equipment is specially prepared to suit the environment. The learning environment
stimulates and encourages the child to learn. Children enjoy using Montessori materials to
learn because they are colorful, concrete and solid as well as stimulate interest. Another
important characteristic of the Montessori approach is that practitioner’s assertion that the
approach produces superior academic achievement outcomes. According to Daux (1995)
Montessori approach displayed a greater sense of justice and fairness among children,
interacted in an emotionally positive way. It also helps children of different age’s share the
same classes, and encourage collaboration among learners. The basis of the Montessori
education is to make the child independent and prepares the most suitable environment to
support the child’s development. Researchers, teachers, early childhood educators have agreed
that Montessori approach is effective approach in teaching and learning in early
childhood/primary education (Daux, 1995). Therefore, there is need to access the affective
behaviour of the children learning mathematics through Montessori approach.

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 In schools, assessment demands that all behavioural objectives (the cognitive, the
affective and the psychomotor) be regularly assessed on the basis of which evaluation
judgment are under the learners. Assessment is a systematic process of gathering information
about what a learner knows, is able to do, and is learning to and teachings about learning.
Assessment information promotes the foundation for decision-making and planning for
instruction and learning. Assessment is an integral part of instruction that enhances, empowers,
and celebrates student learning (Balan, 2002). Anikweze (2005) posited that learner’s
assessment is the means of knowing what kind of learning that has taken place during
schooling and as such be rightly regarded as a basic demand in school accountability. Here, the
role of assessment in promoting effective teaching and learning process can be over
emphasized. This implies that there need for constant assessment of the teaching and learning
of mathematics especially among primary school learners. In this study the Bloom taxonomy
will be used to assess the behaviour of the learner through Montessori approach.

The Bloom’s taxonomy of affect domain was designed by a committee of education

under the leadership of Benjamin Bloom in the 1940s and 1950s. Since then, the taxonomy has
been used in the education sector and especially for learner assessment. The affective domain
includes objects related to emotions, feelings and attitudes. Mehrens and Lehmann (1991)
opined that affective disposition of the learners has direct relevance to his ability to learn, his
interest in learning and attitudes towards the value of education. In general, and classroom
teachers have identified that most learning difficulties originates from individuals which affect
responses. Learners in general develop problems in mastering a particular task because of their
inner driven force, which propels them to achieve or fail in a great task. These forces reside
within the affective domain. As such more emphasis should be given to the affective domain in
educational evaluation. We also need to build a positive affective behaviour in learners. The
affective domain identified five objectives related to emotional responses to tasks, which he
most appropriately called the objective of the affective domain.

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 According to Santrock (2004) each of the five objectives requires the individual to show
some degree of commitment or emotional intensity. The five objectives of the affective domain
are: receiving, responding, valuing, organizing and value characterizing.

Receiving: This entails individual’s self-awareness of the immediate environment. The

individual at the receiving stage begins to recognize that he is in a new environment, and there
is something to learn there. Receiving also involves attentiveness. It is a demonstration of
willingness and acceptance which is the lowest level.

Responding: In the object individual/learners exhibit motivation to learn and display new
behaviours as a result of interactions.

Valuing: Valuing has to do with getting involved and committed, as trained teacher you
should know that carrying out assignment implies getting involved. We must therefore rate
students based on the extent to which they carry out assignments and show a sense of
commitment.

Organizing: The objective involves learners integrating new values into already existing sites
of values and doing it properly. How have your learners or pupils introduced exciting
innovations into issues at hand and how have they succeeded in integrating ideas and practices
in very striking innovative ways that even you as a teacher never ceased marveling. We also
know that it takes good organizational skills to integrate ideas and practices while introducing
an innovation. As a good teacher you must rate the pupils in this capacity and incorporate the
scores in the assessment.

Value characterizing: This is the highest objective of the affective domain. It deals with the
learner seen acting in accordance with the values or belief which exert influence his/her
behaviour. The teacher can give a group project and paired tasks and observe within group and
inter-group interaction and cooperation among the learners and rate them as appropriate. For
difficult projects and tasks, it is easy to assess perseverance. While some will insist on
completing the task, other may give up. The teacher must be sensitive to all these behaviours
and rate them accordingly.

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 Study of the affective domain of learning is increasing as researchers and educators
discovered how a positive influence on the affective domain of students (Boyle, 2007, Nenlt &
Miller 2002). Clayton & Sankar (2013) investigated the use spreadsheets to enhance learning
in the affective domain for pupils in statistics. Results show that using spreadsheet as a
teaching tool can effectively produce learning. In the affective domain, which refers to the
attitude, beliefs, feelings and motivations as student brings to a particular subject? Kurumeh &
Mohammed (2013) determined the effectives of Montessori approach of teaching mathematics
on junior student’s interest in mensuration. The results of the study showed that pupils exposed
to Montessori approach showed more interest in the study resulting in better performance than
their control counterparts. Therefore, the investigates the assessment of pupils affective
behaviours in mathematics using Montessori approach

Statement of the problem

Teaching and learning of mathematics in schools has generally taken a pattern where teachers
mostly use conventional method of instruction without considering the affective domain of the
learners. With the use of the innovative approach like Montessori approach teachers are
expected to assess learner affective domain not only cognitive or psychomotor and such use of
the approach will enhance their achievement in mathematics.

Purpose of the Study

The main purpose of the study is to examine pupil’s affective behaviours in mathematics using
Montessori instructional approach. Specifically, it seeks;

i. to ascertain pupil’s affective behaviours in mathematics using Montessori instructional

approach.

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Research Questions

1. Ascertain pupil’s affective behaviours in mathematics through Montessori instructional

approach.

Research hypothesis

The null hypothesis needs formulated to guide the study at 0.05 level of significance.

H0: There is no significant difference in the mean scores of primary one, two, and three
teachers on the assessment of pupil’s affective behaviours in mathematics using Montessori
approach.

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Methodology

The descriptive survey research design was used for the study. According to Maduakonam
(2004), a descriptive survey research design seeks to collect detailed factual information that
describes the nature of existing conditions. It assesses the characteristics of the whole
population and usually study sample drawn from the population of the study. The population of
the study consisted of all mathematics primary school teachers in Owerri Municipal Local
Government Council Area of Imo State. The Sample was made up of 300 teachers selected
from 10 primary schools. This comprised of 100 primary 1 teachers, 100 primary II teachers
and 100 primary III teachers. Teachers were selected from each class; giving a total of 30
teachers per school using stratified random sampling in selecting the sample size. The
instrument used for data collection was questionnaire adapted from Rater’s guide for affective
behaviours. The instrument has 13 items the first three (1,2 and 3) behavoiurs measure the
objective of Receiving, 4 and 5 measure objectives of Responding, 6 and 7 of the affective
behaviours measure the objective Valuing, 8, 9 and 10 deals measure the objective of
Organizing while 11, 12 and 13 measure objective Value characterizing. The instrument was
structured on 4-point scale with rating options of excellent (E) for 4 point, good (G) 3 point,
fair (F) = 2 point, and poor (P) for 1 point. The face and content validity of the instrument were
established by two experts in mathematics Education and one expert in Educational
psychology. The reliability of the instrument was established when it was administered to 30
primary school teachers selected from two schools, which are similar with the people used in
the main study. The instrument has reliability coefficient of 0.79 using conrbach alpha method.
The data collected were analyzed using mean and standard deviation for the research questions
while ANOVA was used to test the null hypothesis at 0.05 level of significance.

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 Results

Research Question one: What is the level of pupil’s affective behaviours in mathematics
based on Montessori instructional approach.

Table 1: Mean & standard deviation on pupil’s affective behaviours

S/N Items Mean SD Decision

1 Attendance to class 3.01 0.41 Accepted
2 Attentiveness during lesson 3.12 0.47 Accepted
3 Observance and sensitivity 2.63 0.29 Accepted
4 Questioning ability 3.30 0.53 Accepted
5 Initiative and responsiveness 3.34 0.53 Accepted
6 Carrying out assignments 3.65 0.61 Accepted
7 Senses of commitment 3.69 0.52 Accepted
8 Innovativeness 3.71 0.53 Accepted
9 Spirit of integration 3.71 0.61 Accepted
10 Organizational ability 3.75 0.60 Accepted
11 Spirit of cooperation 3.84 0.71 Accepted
12 Perseverance 3.83 0.53 Accepted
13 Insistence on completion of 3.82 0.72 Accepted
work

Result in table shows that the mean scores ranging from 2.63 to 3.84 were rated above the
acceptable mean of 2.50. This implies that Montessori instructional approach is very effective
in assessing pupil’s affective behaviours in mathematics.

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H01: There is no significant difference in the mean levels of pupils affective behaviours in
Mathematics based on the level of classes (one, two and three).

Table 2: Analysis of variance on the mean levels of pupil’s affective behavaviours in

mathematics based on level of class.

Source of Sum of df Mean F Sign Decision

variation squares square
Between 219.007 2 109.503
groups
Within 11807.940 297 39.757 2.764 0.063 Accept H0
groups
Total 2026.947 299

Results in table 2 shows that (F-cal 2.754 < P.0.05). This implies that there is no significant
difference in the mean levels of primary schools Mathematics teachers’ assessment of pupil’s
affective behaviours in mathematics based on the level of classes.

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Discussion of findings

The results of the study revealed that Montessori instructional approach is very effective in
assessing of pupils affective behaviours which is in line with the five levels of affective
domains that moves through the lowest order process to the highest level. This was
demonstrated through the mean responses showing that 2.63 to 3.84 indicating that value
characterizing has the highest measures. Also, the ANOVA analyses indicated no significant
difference in the mean levels of teachers on affective behaviours of pupils in mathematics. This
result is in accord with the findings of Kurumeh & Mohammed (2012) that shows that pupils
exposed to Montessori approach shows more interest in the study resulting in better
performance. Also, the results are line with the study of Clayton & Sanker (2009) investigated
the use of spreadsheet to enhance learning in the affective domain for pupils in statistics.
Results showed that using spreadsheet as teaching tool can effectively produce positive
learning in the affective domain among pupils.

Conclusion

The study concludes that irrespective of class levels Montessori instructional approach is
effective in assessing pupil’s affective behaviours in mathematics.

Recommendations

Based on the results of the study

1. Workshops and seminars should be organized for teachers as to be attract with

innovative approach of teaching that will enhance pupils behaviours in learning
mathematics.
2. Teachers should adopt Montessori approach in teaching mathematics in primary
schools.

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