Abstract:
The purpose of this study was to investigate the effect of guided scoring ' ' strategy on students' achievement and interest in quadratics equations. The effect of gender on the efficacy of the method was also considered. Four research question and six null hypotheses guided the study. a non equivalent control group type of quasi -experimental design was used for the study. The simple random sampling technique was used to select two schools, one from Ika South educational zone and one from Ika North East educational zone of Delta state. One intact class from each of the schools, making two classes, were used for the study. All the groups completed the same unit (Quadratic Equation) over a period of three weeks. Both the experimental and control groups were taught by the researcher to avoid teacher differences. Two instruments were used for this study, the Quadratic Equation achievement test (QEAT) and the mathematics interest scale MIS. These instruments were developed, validated, and used for data collection. Means, standard deviations and analysis of covariance (ANCOVA) were use to analyse the data, answer the research questions and test for the hypotheses. The study revealed that the use of guided scoring strategy in teaching quadratic equation increases students' achievement in mathematics. The use of guided scoring strategy in teaching mathematics increases students' interest level in mathematics. The achievement and interest levels of students taught with guided scoring strategy are not affected by their gender.
