EFFECT OF ACTIVITY-BASED INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN CIRCLE GEOMETRY IN ABUJA, NIGERIA

<p>This study investigated the effects of activity-based instructional strategy on senior secondary schools students’ retention in circle geometry. The study employed a quasi-experimental design of the type pre-test, post-test groups design. The sample for the study comprised of 162 senior secondary 2 students drawn from two randomly selected co-educational schools in Federal Capital Territory, Nigeria. The research instrument was Mathematics Retention Test (MRT) containing items adapted from standardized WAEC questions. The test –retest method was employed for the reliability of the test instrument. The Pearson Product Moment Correlation Coefficient (r)=0.86 was obtained. Data collected were analyzed using t-test. The finding of this study revealed that there was a significant difference in the retention of students taught circle geometry using activity-based instructional strategy (ABIS) and the students taught circle geometry using conventional methods in favour of the students taught using ABIS. The study also indicated that there was no significant difference between the retention of male and female students in the experimental group who were taught circle geometry using ABIS. It was therefore recommended that mathematics teachers should use strategies that will encourage the active participation of students in mathematics classes such as ABIS which in turn would enhance retention. Also, governments at all levels should organize trainings and/or workshops for mathematics teachers on the use of ABIS in teaching mathematics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0873/a.php" alt="Hit counter" /></p>

Comparative Effectiveness of Inductive Inquiry and Transmitter of Knowledge Models on Secondary School Students’ Achievement on Circle Geometry and Trigonometry

In this study, the effectiveness of Inductive Inquiry and Transmitter of Knowledge models on students’ academic achievement on Circle Geometry and Trigonometry is explored. The main objectives of the study are to expose the groups to Inductive Inquiry and Transmitter of Knowledge models and compare the effectiveness of these modes of teaching in the teaching of circle geometry and trigonometry. The pre-test-post-test experimental design is chosen for this work. It is hypothesized that there would be significant difference between mean achievement scores of these experimental groups on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory( FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups formed through matching on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the Inductive Inquiry group and the other as Transmitter of Knowledge group. The independent variable is mode of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. It is found that Inductive Inquiry group performed better than the Transmitter of Knowledge group. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students.