The study focused on the effectiveness of First Principles of Instruction in promoting students ’ achievement in
mathematics especially in Number and Numeration. The study employed a non-equivalent control group quasiexperimental
research design using a sample of 400 students. The instrument for data collection was Number
and Numeration Achievement Test [NNAT] which was properly validated. The internal consistency reliability
of the multiple-choicetest was 0.97, using Kuder-Richardson 20 (KR-20), while the inter-rater reliability of the
essay test was 0.94, using Kendal coefficient of concordance. Mean was used to answer research questions,
while the hypotheses were tested at 0.05 level of significance, using the analysis of Covariance (ANCOVA).
The result of the study showed that First Principles of Instruction improves the mean achievement scores of
students in Number and Numeration more than the traditional lecture method. There was no statistically
significant different in the mean achievement scores of male and female students in Number and Numeration
after being exposed to First Principle of Instruction, an indication that there is no gender bias in using this
method. It was recommended that First Principle of Instruction should be used by mathematics teachersto
improve students’ achievement in mathematics and mathematics related subjects like physics.
First Principles of Instruction, Mathematics, Number and Numeration, Achievement, Physics
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