The relationship between various pupil characteristics and performance on mathematics laboratories

The purpose of this study was to examine the relationship between certain pupil characteristics and performance on mathematics laboratories. The four classes of grade six students involved in the study were classified by sex, field-dependence-independence, reflective-impulsive tempo, past performance in mathematics, present performance in mathematics, and intelligence. Eight mathematics laboratories designed and used in the study were categorized topically into number theory or geometry laboratories. Each laboratory activity was designed to allow pupils to manipulate materials while exploring an idea and collecting data. In part two of a laboratory activity, which included a test section, pupils were required to analyze data, make a prediction, and verify the prediction using manipulative materials before extending a pattern or rule. Laboratories were randomly assigned to classes. Results showed that all the selected characteristics except sex had a significant relationship with performance on mathematics laboratories. Sex showed a significant relationship only to the geometry laboratories. An analysis of covariance was performed using past achievement as the covariate. The results indicated that there was a significant difference in performance only on the geometry laboratories between boys and girls and between field-dependent and field-independent students. The differences were found to be in favour of the girls and the field-independent students. The results of this study suggested that further research is necessary to determine the most effective means of using mathematics laboratories.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat