PROPOSAL ON USING EXPOSITORY AND PROBLEM SOLVING METHOD TO HELP STUDENTS SOLVE THREE

SET PROBLEMS

BY MOHAMMED RIDWANU 20/18 20/19 ACADEMIC YEAR.

CHAPTER ONE

BACKGROUND OF THE STUDY:

In today’s mathematical classrooms problem solving has many effect on students learning. The national
council of mathematics standards advocate that problem solving be an integral part for all mathematics
learning. Mathematics as an important subject to the general advancement of Businesses and total
transformation of Technology of this country (Ghana), the government of Ghana sees through the
ministry of education and through ministry of environmental science and Techonology (MOEST) is
embarking on scholarship packages for students pursuing mathematics, science and Techonology at the
senior High level and tertiary schools in Ghana.

Asafo Adjei (2008) Teaching basics, believes that mathematics is thaught so that it provide a tool for
everyday life and a means of communication. Mathematics is one of the subject study in almost every
part of the world. In Ghana mathematics is considered as both core and elective subject thaught to
equip them with the necessary skills to help the country.

Research made on students weakness on the study of mathematics reports many areas, students listing
elements of subset without any reference to the elements of the universal set. It was also brought to the
notice students using normal bracket instead of curly bracket as well as not separating the elements b
commas.

Lee (1962) stated In his journal title “psychology of mathematics education” volume 2 (1989) stated
some good reason ns why students fail to perform well in mathematics especially set builder notations.
Set is the most fundamental system of mathematics. The language in set theory in the definition of
nearly all mathematics topics such as functions, probability, statistics, linear equations and many more.

STATEMENT OF THE PROBLEM:

From conceptual framework of set, venn diagram like all other mathematical concept need to be
thought with the use of problem solving and practical activities and a guide from a teacher so that
students can develope the concept themselves. According to Meriku (2000) emphasis on teaching are
base on theoretical aspect while equal attention is not focus on practical aspect of teaching. Most
students remember techniques without understanding why and how it works and therefore get
problems in interpreting, representing set in venn diagram leading to poor deduction of intersection,
union and complement of sets.

PURPOSE OF MY STUDY;

The main purpose of the research study will be to use real life problems teaching strategy to promote
students ability to solve set problems on venn diagram.

OBJECTIVES OF THE STUDY:

By the end of the study, students of the senior high will be able to;

 Represent union, intersection and complement of set on venn diagram

 Solve problems involving set and venn diagram
 Identify various region of two and three set diagrams using real life situations.

RESEARCH QUESTIONS:

The study will be intended to find solutions to the following questions;

 To what extent will the use of real life examples help SHS students solve problems involving
venn diagram correctly.
 Will the use of more exercise and homework help students overcome their inability to represent
set on venn diagram.
 Do the use of real life problems help the students to understand the concept using expository
and problem solving method.

SIGNIFICANCE OF THE STUDY:

The study will explain the importance of teaching materials in teaching to enchance students
understanding at senior high level in solving problems involving set using classroom activities.

It will also eliminate the abstract nature of teaching from the classroom and to arouse the students
interest in mathematics.

LIMITATIONS OF THE STUDY:

The following will the limitations of the study

 Considering the number of senior high school students the study will face some financial and
related problems
 There would be a limited time of disposal because of couple with regular teaching and extra co-
curricular activities during the internship program.

DELIMITATION:

The study will be done in only Ashanti region specifically in Mampong which will not cover entire
country regions and municipality.
 CHAPTER TWO

LITERATURE REVIEW

Most students in the senior high schools sees mathematics as very challenging subject. Many of them
had problems with mathematics from the basic level of education. Mathematics is a participatory
subject and students will only participate if they understand what teachers teach them.

Awanta (2000) says that the fear of mathematics affects learning and way of life. To him the fear of
mathematics seem to cluster around three general areas. That is

 Uncertainty about the adequacy of their background in mathematics

 Unspecific rumours and horror stories spread by others who had taken mathematics course.
 Dread of having impatient teacher. The competence and patient of a teacher is a determinant of
success of those who fear mathematics.

In this regard teaching of set and venn diagram can be done very well problem solving with appropriate
teaching and materials.

This chapter will consist of three parts. This include

 Conceptual review; How to use problem solving method to help students improve their
accuracy level and speed in solving venn diagram problems
 Empirical evidence; Grunbuam (1992)
 Conclusion.

CHAPTER THREE

RESEARCH METHODOLOGY

RESEARCH DESIGN:

I will use action research for the study and qualitative measures; interview students. Action research is
the kind that concern with immediate solution to local problem. This research will be design to solve
students difficulties in dealing with sets and venn diagrams.

POPULATION:

The population will be senior high students specifically Mampong in Ashanti region. The class could be
one , two or form three.

SAMPLING AND SAMPLING TECHNIQUES:

The sample will be made from all the levels such that there would be no biase. Data will be collected
using questionnaire, pre test, post test and individual interviews.