Effects of Instructional Models on the Performance of Junior Secondary School Students in Geometry in Minna, Niger State.

Abstract

This study investigated the effect of instructional models on the performance of Junior Secondary Students in Geometry at Junior Secondary School in Minna, Niger State, Nigeria. It examined the significance of the post-test achievement scores of students taught using instructional models and the conventional method. The research was a pre-test post-test quasi-experimental control group design. The sample consisted of forty junior secondary school students drawn from two secondary schools within Minna metropolis. Stratified random sampling technique was used to select 40 students (20 males and 20 females). The Geometry Achievement Test (GAT) was pilot tested using test-retest method and the reliability score was 0.87. GAT was administered to students as pre-test and post-test before and after the treatment. The students’ pre-test and post-test scores were analyzed using t-test statistics. The results indicated that the students taught using instructional model performed significantly better than their counterparts taught using the conventional method. However, there was no significant difference reported in the post-test performance scores of male and female students taught using instructional model and those taught with normal instruction. These findings indicated that geometry concept in mathematics could be taught and learnt better through the use of instructional models.