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It assessed moderating influences of gender and style of categorisation using a pre-test/post-test control group quasi-experimental design with a 3×2×2 factorial matrix. Data were analysed with analysis of covariance and Scheffe tests. Results showed significant main effects of treatment and gender, no significant main effect for style of categorisation, and significant two-way and three-way interactions, with TAI and framing improving students’ attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-framing-and-team-assisted-individualised-instructional-strategies-on-senior-secondary-school-students-attitudes-toward-mathematics/588462/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-framing-and-team-assisted-individualised-instructional-strategies-on-senior-secondary-school-students-attitudes-toward-mathematics/588462.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional strategies were compared in the study?","Question",{"text":112,"@type":113},"The study compared framing and team assisted individualised (TAI) instructional strategies to determine their effects on students’ attitudes toward mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did gender affect students’ attitudes toward mathematics?",{"text":117,"@type":113},"Gender had a significant main effect: male students showed stronger attitudes toward mathematics than female students.",{"name":119,"@type":110,"acceptedAnswer":120},"Were there interaction effects among treatment, gender, and style of categorisation?",{"text":121,"@type":113},"Yes. 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A. Awofala, Abayomi A. Arigbabu, Awoyemi A. Awofala  \nAbstract: The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control group quasiexperimental design using a 3×2×2 factorial matrix with two experimental groups and one control group. Seven null hypotheses were tested and two research instruments, Attitudes toward Mathematics Inventory (ATMI) and Style of Categorization Test (SCT) were administered on the sample and data gathered were analysed, using analysis of covariance and Scheffe Test. The results indicated significant main effects of treatment and gender in which the participants exposed to the TAI strategy had the highest post-treatment attitudes mean score and male students had stronger attitudes toward mathematics than their female counterparts. There was no significant main effect of style of categorisation on students’ attitudes toward mathematics. While there were significant twoways interaction effects of treatment and style of categorization and gender and style of categorisation on students’ attitudes toward mathematics, there was no significant interaction effect of treatment and gender on students’ attitudes toward mathematics. In addition, the three-way interaction effect of treatment, gender, and style of categorization on students’ attitudes toward mathematics was significant. The findings revealed that TAI and framing strategies were more effective in promoting students’ attitudes toward mathematics. Thus, these instructional strategies could be used to positively change students’ attitudes toward mathematics.  \nKey words: Framing, team assisted individualised instruction, mathematics attitudes  \n1. Introduction  \nThe new millennium in Nigeria has continued to witness various reforms in the social, economic and educational sectors. In the educational sector, new policies have been formulated with the aim of meeting the challenges of primary and secondary education. In actualizing these policies and the need to situate the primary and secondary education in the context of the home grown National Economic Empowerment and Development Strategy (NEEDS), and achieving critical targets of the goals of Education for All (EFA) and the Millennium Development Goals (MDGs), the Nigerian Educational Research and Development Council (NERDC) developed a 9-year Basic Education and new Senior Secondary (SS) Curricula based on different curricula structures. At the basic education level, the curriculum is divided into three components namely, Lower basic education curriculum for primary one to three, Middle basic education curriculum for primary four to six and Upper basic education curriculum for junior secondary year one to three (Awofala, 2012) . At the senior secondary school level, there are four specialized fields of study (Humanities, Science and Mathematics, Technology, and Business Studies) each made up of five compulsory cross cutting core subjects in addition to core subjects in each specialized field of study. Mathematics is one of such compulsory cross cutting core subjects. Mathematics as a creation of the human mind (Awofala & Nneji, 2012) is the language of precision (Awofala, 2010) and whetstone of creativity, thinking and problem solving needed  \nessentially to bring harmony, exactness, compactness and accuracy into the knowledge of science, technology, and engineering and their products.  \n1.1. Theoretical Background  \nIt is evident that in spite of the compulsory status of mathematics in the National Policy on Education (revised editio","cbCaiuS56I4cjF46","https://ap.wps.com/l/cbCaiuS56I4cjF46","pdf",266523,22,"English","# Introduction\n## Theoretical Background","[{\"question\":\"What instructional strategies were compared in the study?\",\"answer\":\"The study compared framing and team assisted individualised (TAI) instructional strategies to determine their effects on students’ attitudes toward mathematics.\"},{\"question\":\"How did gender affect students’ attitudes toward mathematics?\",\"answer\":\"Gender had a significant main effect: male students showed stronger attitudes toward mathematics than female students.\"},{\"question\":\"Were there interaction effects among treatment, gender, and style of categorisation?\",\"answer\":\"Yes. The study found significant two-way interactions (treatment with style of categorisation, and gender with style of categorisation) and a significant three-way interaction among treatment, gender, and style of categorisation.\"}]","EFFECTS OF FRAMING AND TEAM ASSISTED INDIVIDUALISED INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARD - Mathematics | PDF",1792065299,55]