Abstract

EFFECTS OF ELABORATION STRATEGY ON STUDENTS? PERFORMANCE AND ANXIETY IN BEARINGS AND DISTANCES AT SENIOR SECONDARY TWO LEVEL IN PLATEAU STATE

Guwam, Bitrus& Gwandum, Golly Sammy

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Abstract The study investigated the effects of elaboration strategy on students? performance and anxiety in bearings and distances at the senior secondary two level in Plateau State. It adopted a quasi-experimental design. The population of the study was made of 975 senior secondary two students from 20 public schools in Langtang North Local Government Area of the state. A sample of 70 students from two of the schools participated in the study. It was selected using the purposive sampling technique. Two instruments were used to collect the data. One was Mathematics Performance Test on Bearings and Distances (MPTB) and the other Students? Anxiety Level Scale(SALS) adapted from Hamilton?s Anxiety Rating Scale (HAM-A). Data collected were analysed using mean, standard deviation, t-Test and Pearson Product Moment Correlation Coefficient at 5% level of significance. The findings revealed that students taught using elaboration strategy performed significantly better than their colleagues taught with conventional strategy. Also, students exposed to elaboration strategy retained significantly higher than their counterparts taught using convention strategy. Again, there was no significant difference between the performance of male and female students in bearings and distances in the experimental group. Besides, in both experimental and control groups, there was a weak negative correlation between students? performance in bearings and distances and their anxiety scores. Moreover,there was no significant interaction effect of gender and method on students? performance in bearings and distances. Therefore, it was recommended among other things that mathematics teachers should teach bearings and distances using elaboration strategy. Keywords: Elaboration strategy, Anxiety and Performance in Bearings and Distances.

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