Abstract

CONTEXTUAL TEACHING AND LEARNING (CTL)AND ACHIEVEMENT IN ALGEBR AS TOOLS FOR SCIENTIFIC AND TECHNOLOGICAL TRANSFORMATION OF AFRICA

Dr. Akure Mtsem& Dr. Ben Imoko

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Abstract The purpose of this study was to determine the effect of Contextual Teaching and Learning (CTL) Approach on achievement of Junior Secondary two (JSS2) students in algebra in Benue Education Zone A. The study was a quasi-experimental of non-equivalent control group design. The population of the study was all 10,163 Junior Secondary two (JSS2) students from the seven Local Government Area of Benue State Education zone A. A sample of 199 students was used from two randomly selected government-grant secondary schools in the zone. Two hypotheses were generated to aid the study. One instrument constructed by the researcher was used. It was Algebra Achievement Test (AAT). The instrument constructed by the researcher was face validated by three mathematics educators and one expert in measurement and evaluation for screening in terms of scope, clarity, and ambiguity. To account for reliability of the test instrument, the researcher used split half method. The result of the single test administered to the 130 students during the pilot testing was used. The value of the internal consistency measure for the test scores was calculated to be r ?. = 0.64. The Spearman-Brown prophecy gave the value of reliability, r as 0.78. This shows that the reliability value of the test item was very high. The result of the study showed that: Those taught algebra using contextual approach performed significantly better than those taught using conventional approach. There was no significant difference in the mean achievement scores between male and female students taught algebra using contextual approach. Conclusions were made based on the findings and suggestions for a way forward were given. Key Words: Contextual Teaching and Learning (CTL), achievement

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