EFFECTS OF GEOMETRICAL INSTRUCTIONAL MODELS ON MATHEMATICS STUDENTS ACHIEVEMENT AND RETENTION IN SELECTED JUNIOR SECONDARY SCHOOLS IN MINNA, NIGER STATE.

Abstract

This study examined the effects of geometrical instructional models on mathematics students achievement and retention in selected junior secondary school in Minna, Niger State. The study adopted a quasi-experimental design. Two Junior Secondary Schools were randomly selected for the study in Bosso Local government Area of Niger State. The population of the study consisted of JSSII students in the two secondary schools randomly selected from the local government area. A total of 60 students composed the sample of the study. Two research instruments namely Mathematics Geometrical Instructional model (MGIM) and Geometrical Instructional Video (GIV) on Mathematics. The MAT was used for the study. The data generated from the study were analyzed using mean and standard deviation for answering the three research questions, while analysis of covariance (ANCOVA) was used to test all the three hypotheses at 0.05 significant levels. The result from the data analyzed showed that the use of geometrical instructional video as an instruction method was a significant factor in students’ overall achievement, as those exposed to the use of GIV performed better than their counterparts who were taught using conventional instruction method.