Effect of Self-Instruction Strategy on Pupils' Achievement and Interest in Mathematics

1.1 Introduction

Self-instruction strategy is an instructional approach in which learners guide themselves through learning tasks by using verbal cues, structured prompts, and self-directed problem-solving steps (Zimmerman, 2002). In the context of mathematics, self-instruction strategy involves guiding pupils to break down complex mathematical problems into manageable steps, verbally instruct themselves during problem solving, and reflect on their understanding and errors (Akinoso, 2018).

Mathematics is a fundamental subject in the school curriculum that equips pupils with analytical, logical, and problem-solving skills essential for everyday life and future academic pursuits (Olatoye & Afuwape, 2016). In traditional classrooms, pupils often memorize formulas and procedures without understanding underlying concepts, which limits retention and application of knowledge. On the other hand, adopting learner-centered strategies like self-instruction is found to improve not only pupils' achievement but also their interest and confidence in mathematics (Bandura, 1997).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.

1.2 Background of Study

The use of self-instruction strategy in education can be traced back to research on self-regulated learning and cognitive behavior techniques. Self-instruction emerged as a formal instructional approach in the 1970s, primarily through the work of Meichenbaum, who introduced it as a method to help learners guide their own behavior and problem-solving processes using verbal self-guidance. Over the years, researchers have emphasized the potential of self-instruction strategy to enhance learners' achievement and interest in various subjects. Zimmerman (2002) stated that self-instruction is closely linked to self-regulation and metacognitive skills, which enable pupils to become independent learners. Pupils are trained to verbalize steps involved in completing a task, reflect on errors, and modify their approach accordingly.

Mathematics is widely recognized as a fundamental subject in the school curriculum, providing pupils with essential problem-solving, analytical, and critical thinking skills. According to Olatoye and Afuwape (2016), mathematics plays a central role in cognitive development and in preparing pupils for higher education and practical life challenges. Despite its significance, poor achievement and low interest in mathematics continue to persist among primary school pupils. Adeyemo (2017) reported that many pupils struggle with mathematical concepts due to negative attitudes, lack of motivation, and traditional teacher-centered approaches that fail to engage learners actively.

Self-instruction strategy has emerged as a learner-centered approach that allows pupils to guide themselves through tasks using verbal cues, prompts, and structured problem-solving steps. Zimmerman (2002) asserted that self-instruction strategy fosters self-regulation, encourages active participation, and promotes independent learning. By teaching pupils to verbalize the steps involved in solving mathematical problems, the strategy enhances understanding, retention, and application of concepts. On the other hand, Akinoso (2018) contended that traditional methods such as rote memorization and lecture-based teaching often limit pupils' engagement and hinder the development of self-directed learning skills.

Interest in mathematics is a critical factor that influences pupils' achievement. Schiefele (1991) stated that pupils who are interested in mathematics are more likely to participate actively, persist through challenges, and demonstrate improved academic performance. Bandura (1997) affirmed that strategies promoting self-efficacy, such as self-instruction, can increase learners' confidence, motivation, and intrinsic interest in academic tasks. Similarly, Olatoye and Afuwape (2016) reported that pupils' engagement and achievement improve significantly when teaching strategies encourage active learning and self-monitoring.

Despite these findings, there remains limited research on the implementation of self-instruction strategy in primary school mathematics classrooms, particularly within the local context. Many teachers continue to rely on conventional teaching methods that do not sufficiently address pupils' learning needs or stimulate interest in the subject. On the other hand, existing studies suggest that learner-centered approaches, like self-instruction, are effective in improving both achievement and interest in mathematics. This study is set against the backdrop of understanding the effect of self-instruction strategy on pupils' achievement and interest in mathematics.

1.3 Statement of Problems

Investigation revealed that mathematics education in many Nigerian primary schools is faced with persistent challenges that affect pupils' achievement and interest in the subject. Traditional teacher-centered approaches dominate classrooms, leaving pupils with little opportunity to actively engage in learning or develop independent problem-solving skills. According to Adeyemo (2017), most pupils struggle with understanding mathematical concepts because teaching methods emphasize rote memorization rather than critical thinking. It was observed that pupils often perform poorly in mathematics tests and examinations, and their interest in the subject continues to decline.

Additionally, many pupils perceive mathematics as difficult, abstract, and intimidating, which negatively affects their confidence, participation, and overall academic performance. When pupils depend solely on teachers for explanations and problem solving processes, they struggle to develop self regulation skills and intrinsic motivation required for effective learning.

Furthermore, self instruction strategy is an instructional approach that encourages learners to guide themselves through tasks using internal verbalization and structured thinking processes. The strategy is believed to promote active learning, improve understanding, and enhance learners' interest by making them more responsible for their learning process. However, in many primary school classrooms, the use of self instruction strategy is minimal, as traditional methods such as lecture and rote memorization remain dominant. As a result, pupils' achievement in mathematics continues to decline, while their interest in the subject remains low. It is against this backdrop that this study seeks to determine the effect of self-instruction strategy on pupils' achievement and interest in mathematics.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the effect of self-instruction strategy on pupils' achievement and interest in mathematics in Nigerian primary schools. In achieving this aim, the following specific objectives were laid out as follows:

1. To compare the performance of pupils taught using self-instruction strategy with those taught using conventional methods.
2. To determine the extent to which self-instruction strategy improves pupils' problem-solving skills in mathematics.
3. To examine the influence of self-instruction strategy on pupils' academic achievement in mathematics.
4. To assess the effect of self-instruction strategy on pupils' interest in learning mathematics.
5. To investigate the perception of teachers regarding the use of self-instruction strategy in enhancing mathematics teaching.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• How does self-instruction strategy influence pupils' academic achievement in mathematics?
• What is the effect of self-instruction strategy on pupils' interest in learning mathematics?
• How does the performance of pupils taught using self-instruction strategy compare with those taught using conventional methods?
• To what extent does self-instruction strategy improve pupils' problem-solving skills in mathematics?
• What are teachers' perceptions of using self-instruction strategy in teaching mathematics?

1.6 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant effect of self-instruction strategy on pupils' achievement and interest in mathematics.
• H₀2: Self-instruction strategy significantly improves pupils' academic achievement in mathematics.
• H₀3: Self-instruction strategy significantly enhances pupils' interest in learning mathematics.
• H₀4: Pupils taught using self-instruction strategy perform significantly better than those taught using conventional methods.
• H₀5: Self-instruction strategy significantly improves pupils' problem-solving skills in mathematics.
• H₀6: Teachers perceive self-instruction strategy as an effective approach to enhance mathematics teaching.

1.7 Significance of Study

The outcome of this research will inform teachers on effective learner-centered approaches that increase engagement and achievement. Also, the study will guide curriculum planners and policymakers in developing instructional frameworks that incorporate self-instruction for better educational outcomes.

Furthermore, the study will inform curriculum design to include learner-centered methods that foster achievement and interest. In addition, the research will enhance self-confidence, problem-solving skills, and sustained interest in mathematics.

Lastly, the study will serve as a reference for future research on effective teaching strategies in primary schools.

1.8 Scope of Study

The scope of the research is focused on the effect of self-instruction strategy on pupils' achievement and interest in mathematics. The study will cover selected public primary schools in Lagos State, Nigeria.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Self-Instruction Strategy: A learner-centered teaching method where pupils guide themselves through tasks using verbal cues and structured prompts (Zimmerman, 2002).

Achievement in Mathematics: The measurable performance of pupils in mathematics tests, examinations, and class exercises, indicating their mastery of concepts (Adeyemo, 2017).