EFFICACY OF LABORATORY INSTRUCTIONAL STRATEGY ON STUDENTS’ GEOMETRY PERFORMANCE, RETENTION AND ATTITUDE AMONG JUNIOR SECONDARY SCHOOLS, OF KADUNA STATE, NIGERIA

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dc.contributor.authorALAKE, Esther
dc.date.accessioned2016-04-21T08:13:13Z
dc.date.available2016-04-21T08:13:13Z
dc.date.issued2015-09
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES A.B.U ZARIA IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN SCUENCE EDUCATION. DEPARTMENTOF SCIENCE EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis study set out to investigate laboratory instructional strategy on geometry performanceretention and attitude in some selected secondary schools in Zaria, Kaduna State, Nigeria. A sample of N=290 students were drawn from 5,483 randomly selected from the secondary schools in Zaria Educational Zone. The subjects were divided into two groups, the experimental group N=150 and the control group N=140. The study adopted the pretest, posttest experimental and control group design. A pretest was administered before the treatment to establish group equivalence in ability. The subjects in the experimental group were then exposed to the treatment using mathematics laboratory instructional strategy, while the control group was exposed to the conventional method for a period of six weeks. Two instruments were developed and validated for data collection. They are (i) geometry Achievement Test (GAT), and (ii) Attitude Towards Geometry Inventory (ATGI)five null hypotheses were tested. The data collected were subjected to statistical analysis. The t-test for independent sample statistic was used to test for the hypotheses on performance.. Mann-Whitney u-test tool of least significant difference was used to test the attitude of the subjects to the laboratory instructional strategy. The major findings from the study were that; (i) students exposed to laboratory instructional strategy achieved,retained the learnt concept and developed more positive attitude to geometry than their counterpart exposed to conventional method of teaching (ii) The laboratory instructional strategy was suitable for both male and female students in teaching and learning of mathematics. On the basis of these findings recommendation were made some of these are as follows: mathematics teachers should be encouraged to use mathematics laboratory instructional strategy by providing all thematerials needed for effective implementation. Students’ attitude towards mathematics should be positively changed by involving them to participate actively in the learning process.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/7722
dc.language.isoenen_US
dc.subjectEFFICACY,en_US
dc.subjectLABORATORY INSTRUCTIONAL STRATEGY,en_US
dc.subjectSTUDENTS’ GEOMETRY PERFORMANCE,en_US
dc.subjectRETENTION,en_US
dc.subjectKADUNA STATE,en_US
dc.subjectNIGERIAen_US
dc.titleEFFICACY OF LABORATORY INSTRUCTIONAL STRATEGY ON STUDENTS’ GEOMETRY PERFORMANCE, RETENTION AND ATTITUDE AMONG JUNIOR SECONDARY SCHOOLS, OF KADUNA STATE, NIGERIAen_US
dc.typeThesisen_US
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