Abstract

EFFECT OF CONSTRUCTIVIST INSTRUCTIONAL MODEL ON SENIOR SECONDARY SCHOOL STUDENTS? ACHIEVEMENT IN MATHEMATICS, ENUGU STATE

Anigbo Leonard C. And Ndukwe Juliet C

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Abstract This study determined the Effect of Constructivist Instructional Model on Senior Secondary School Students? Achievement in Mathematics, which was guided by two research questions and three research hypotheses. The Constructivist Instructional Model that this study used was Stofflet and Stoddart (1994) constructivist instructional model, which was adopted by Nworgu (1996). The model is a five step instructional constructivism model, which comprised of Prior knowledge, Exploration, Discussion, Dissatisfaction and Application (PEDDA). The design of this study was pretest-posttest non-equivalent control group quasi-experimental design. The population of the study was five thousand, two hundred and seventy-two (5272) Senior Secondary School One (SSS 1) students in the thirty (30) secondary schools. The sample size of the study was four hundred and seven (407) Senior Secondary School One (SSS 1) students in the four (4) sampled coeducational secondary schools in Enugu Education zone. The instrument that was used for pretest and posttest was the Mathematics Achievement Test (MAT), which was developed by the researcher. The instrument underwent face and content validation. The instrument was found to be highly reliable with the reliable coefficient of 0.85 using Kuder-Richardson formula method (K-R 20). Mean (x ?) and standard deviations (s) were used in answering the research questions. Analysis of Covariance (ANCOVA) was used in testing the research hypotheses at 0.05 alpha levels. The data gathered were analyzed. From the findings of the analysis, it was discovered that students taught Mathematics using the constructivist-based teaching method (PEDDA) achieved than those with expository method and the difference was statistically significant. The male students taught Mathematics using the constructivist-based teaching method (PEDDA) had higher mean achievement scores than their female counterparts, and the difference was statistically significant. Hence, the study recommended that the use of Constructivist approach (PEDDA) should be included in the Mathematics Curriculum of Teachers? Training tertiary institution so as to popularize its use among the would-be-mathematics teachers.

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