Abstract

IMPROVING SECONDARY SCHOOL STUDENTS? ACHIEVEMENT IN GEOMETRIC CONSTRUCTION USING INTERACTION PATTERN APPROACH

1Osakwe, I.J; 2Obodo, G.C. & 3Inweregbuh, O.C.

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Abstract This study was designed to determine the extent Interaction Patterns can be used to improve on JS3 students? achievement in geometric construction. Two (2) research questions and three(3) null hypotheses guided the study. The study adopted a quasi-experimental design. Pretest-posttest, non-equivalent control group was used and was restricted to Ogidi Education Zone of Anambra State. Two Co-educational Secondary Schools were drawn for the study using simple random sampling technique. Two intact JS3 classes were randomly assigned to experimental and control groups in each of the schools. A sample of one hundred and fifty six (156)( male (77) and female (79)) JS3 students was used. The instrument for data collection was Geometric Construction Achievement Test (GCAT) which was validated by three experts in Department of Science and Computer Education, Enugu State University of Science and Technology, Enugu. GCAT was found to be reliable with the Kuder-Richardson (KR20) coefficient of 0.84. Mean and standard deviation were used to answer the research questions while the hypotheses were analyzed and tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Interaction Patterns while control groups were taught the same topics using expository method. The result of the study revealed that use of Interaction Patterns in teaching geometric construction to secondary school students enhanced their achievement in geometric construction. The study also revealed that the use of interaction patterns had no statistically differential effect on male and female students? achievement .The study also revealed that there was no significant interaction effect on gender and method of instruction on the achievement of the concept taught during the study. The findings of this study have implications for mathematics teachers, mathematics curriculum planners and institutions that train mathematics teachers. It was recommended that seminars, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of interaction patterns for mathematics teachers, students and others. It was also recommended that teachers should adopt interaction patterns as instructional methods.

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