Abstract

EFFECTS OF LABORATORY ACTIVITY BASED METHOD ON PERFORMANCE IN GEOMETRY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE, NIGERIA.

Ahmed Madugu & Iliyasu M. Bature

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Abstract This study investigated the effects of laboratory activity based method on performance in geometry among junior secondary school students in Katsina state, Nigeria. A pre-test post-test quasi-experimental design was adopted. From a target population of 234 public junior Secondary Schools with 44,581 students (28,105 males and 16,476 females), a random and purposive sampling techniques were used to select the schools and the students respectively. 177 students were selected for the study in accordance with Central Limit Theorem that regarded a minimum of 30 sample size appropriate for experimental research. Two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. Geometry Performance Test (GPT) was the instrument used in collecting data for the study. The reliability coefficient of the instrument was realized as r=0.79. The data was analyzed using mean, standard deviation and t-test statistics at 0.05 level of significance. Results indicated that students taught using indoor laboratory activity based method performed better than those exposed to conventional teaching method. The result also revealed that male and female exposed to laboratory activity based method have no difference in performance. This signifies that laboratory activity based method enhances higher level of academic performance and is gender friendly among junior secondary school students. The study recommends among others that mathematics teachers should endeavor to use laboratory activity based method in the teaching of mathematical concepts. Key words: Laboratory Activity Method, Academic Performance, Instructional Strategies

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