Abstract

TEACHING GEOMETRICAL PROOF WITH ORIGAMI-BASED INSTRUMENTAL MODEL APPROACH AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU STATE

UNODIAKU, STANISLUS SOCHIMA, Ph.D (Nig.)

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Abstract The study was conducted to determine the efficacy of teaching geometrical proof with origami-based instructional model approach among senior secondary school (SSS) students. The population of the study consisted of 1003 SSS III students of 2016/2017 session in Nsukka Central of Nsukka Education Zone of Enugu State. A sample of 106 SSS III students from 3 schools out of 18 SSSs that composed Nsukka Central of Nsukka Education Zone was randomly sampled. The 106 was composed of 49 males and 57 females used for the study. The study was guided by two research questions and two hypotheses. The hypotheses were tested at P?.05 level of significance. The instrument used for the study was mathematics achievement test (MAT) developed by the researcher. The MAT was face validated by experts and its reliability index was 0.87 established using Cronbach alpha technique. The data obtained with the instrument were analyzed using mean(x ? ), standard deviation (S.D.) and Analysis of Covariance (ANCOVA) statistic. Mean and S.D. were used in answering the research questions while ANCOVA statistic was used in testing the hypotheses at P?.05 significant level. Findings of the study showed that origami-based instructional model approach is effective in teaching mathematics, especially geometry. Gender was found not to be a significant factor of variance in mathematics when the teaching of mathematics is origami-based. The use of origami-based instructional model approach was recommended to teachers, examination bodies, authors of mathematics textbooks and for integration into mathematics classrooms. Keywords: origami model, instruction, achievement and geometry.

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