EFFECT OF TARGET-TASK PROBLEM-SOLVING MODEL ON STUDENTS’ ACHIEVEMENT AND INTEREST IN GEOMETRY IN BOSSO LOCAL GOVERNMENT AREA OF NIGER STATE, NIGERIA

Abstract

The study investigated the effect of target-task problem-solving model method on students’ achievement and interest in geometry. Target-task problem-solving model is a form of active learning where progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess. Target-task model allows students to discover specific information by themselves before they make generalization. Four research questions and four null hypotheses guided the study. Quasi-experimental design was adopted for the study, specifically, non-equivalent control group design. The study was carried out in Bosso local government area of Niger State, Nigeria. The sample for the study comprised of 80 JSSII students from two intact classes in two secondary schools in Bosso local government area of Niger State, Nigeria, the sample was drawn using multi stage sampling techniques. The experimental group were taught using target-task problem-solving model method, while the control group was taught using conventional lecture method. The treatments lasted for four weeks. Two instruments were used for data collection in the study namely; Geometry Achievement Test (GAT) and Geometry Interest Inventory Scale (GIIS). Data collected were analyzed using mean, standard deviation, t-test and Analysis of Variance (ANOVA). The results revealed that target-task problem-solving model instructional method was superior to conventional instructional method in facilitating students’ achievement and interest in geometry. There was no significant difference in the mean scores of male and female students in geometry after the treatment, although male students performed slightly better than their female counterpart. Target-task model method was more effective than the conventional method. Based on the findings of the study, it was recommended among others: that science teachers, and educators should adopt target-task problem-solving model instructional method in teaching to enhance students’ achievement and interest in geometry