Improving senior high school student academic achievement and attitude towards logarithmic function

Abstract

This study sought to examine whether the use of an integrated approach reinforces senior high school students' conceptual understanding and procedural knowledge in logarithmic function with the view to improving their academic achievement. A multistage sampling procedure was used to select 107 students to participate in the study. The study followed a quasi-experimental design in which both quantitative and qualitative methods were used. Achievement tests and structured interview schedules were used to collect data from the 107 students. The data obtained were analysed using means, standard deviations, percentages, independent-sample t-tests, and themes. The results from the study found that students find it difficult to apply rules and properties of logarithms. However, the use of an integrated approach helped make the learning of these rules and properties simpler and less difficult for students. It is, therefore, recommended that mathematics educators and researchers adopt the use of an integrated approach to large-scale research to its positive effect. We further advocate for use of designbased research.