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The teaching of mathematics in many countries in Africa has been deteriorating over the last few years. Factors that have contributed to this situation include shortage of qualified teachers, use of inappropriate teaching methods and a high turnover of mathematics teachers in the schools.
The purpose of this study was to determine the comparative effectiveness of Programmed Instruction (PI), Conventional Classroom Approach (CCA), and Integrated Programmed Instruction (IPI) in the teaching of a unit in probability to Kenyan high‐school students. A secondary purpose of the investigation was to identify some predictors that might be used in predicting performance of Kenyan high‐school students studying probability.
The sample used in the study consisted of 354 subjects drawn from four schools (two boys’ schools and two girls’ schools). The subjects were administered seven pretests: Attitude Test, Five Dots Test, Fractions, Arithmetic Reasoning, Probability, Comprehension of Scientific terms and Vocabulary Test. They were then randomly assigned to three treatment groups: PI, CCA and IPI. The subjects were administered post‐tests in probability at the end of instruction.
The results of the study revealed that programmed instruction is superior to conventional classroom instruction either by itself or integrated with commen‐tional instruction. From this study, it is evident that programmed instruction has a great potential in countries like Kenya where the shortage of teachers in mathematics is a major problem.