Activity –based materials to promote teaching and learning of logic in mathematics

This study aimed at investigating how the activity- based materials (ABMs) promote teaching and learning of logic in mathematics. The development research design was used. Two experts appraisal were involved to evaluate the activity based materials. The field study was conducted in two public government schools, with a total of 131 respondents including 125 students and 6 teachers, obtained through purposive and convenience procedures. Classroom observation, interviews, evaluation test, questionnaire and focus group discussion were used to collect data, while quantitative data were summarized into table and qualitative data were subjected to content analysis. Findings indicated that the characteristics of linear rational model of planning by Tyler, (1949) were helpful guidelines for designing activity- based lesson plan. Sampled teachers and students suggested that the guide materials were organized in a way, which enabled them to understand the logic topic objectives. In addition sampled teachers pointed out that the content of the materials were relevant, and activities were connected to every day examples. Sampled teachers felt that the ABMs had a lot of students’ activities and less of teachers activities. The study recommends on the MoEVT and TIE to take this study as a challenge to design ABMs for other topic of mathematics so as to promote activity based teaching and learning using a Linear Rational Model of Planning by Tyler 1949.