DOI: 10.21276/sjpms.2019.6.3.1

Pages: 26-28

The effect of mathematics laboratory pedagogy in teaching and learning of mathematics was studied. The research shows a significant difference between the mean scores and gender of students taught using the Mathematics Laboratory Pedagogy (MLP) and those taught in the usual classroom setting. The study also shows significant difference between the mean interest scores and retention capacity of students taught using the mathematics laboratory pedagogy and those taught using the conventional methods. Null hypotheses were formulated and Analysis of Convariance (ANCOVA) was employed for the study. Results show that in a learning environment where there are concrete tools for learning mathematics in the laboratory students understand and perform better than in the absence of mathematics laboratory. The research also indicates that students retain mathematics knowledge and concepts and develop higher interest in learning when exposed to the mathematical laboratory setting.