Lesson-study through Creating Videos by Twinned Teachers: Improving Grade 11 Performance on Rectangular and Cylindrical Prisms

Abstract

Lessons study in the form of created videos by mathematics teachers can be used to improve practice and, therefore, learner achievement. Lesson study is a process in which teachers collaborate to improve their practices by critiquing and examining each other’s lessons. This experimental study examined the effectiveness of lesson study using videos created by twinned teachers to improve Grade 11 learners’ academic achievement in rectangular and cylindrical prisms. This study was guided by Von Berthalanffy’s System Input-Output theory, and a non-equivalent comparison group quasi-experimental design was employed to generate data. A pre-test and post-test were administered to forty (40) learners from the experimental group and thirty-nine (39) from the comparison group. Wilcoxon’s Rank-Sum was employed to collect data and to determine the significant difference in the mean scores between the two (2) study groups. The results showed that the experimental group (rank-sum score=2239.5) performed better than the comparison group (rank-sum score=1601.5) with the p-value<0.05 (0.0000) at 95% confidence limit in the post-test. As such, the study recommends that mathematics teachers in rural schools be twinned to create videos and use lesson study to critique and examine their practice with the aim of improving learner academic performance.