Abstract

COMPARATIVE EFFECT OF LABORATORY-BASED ACTIVITY, PEER-TUTORING STRATEGY AND THE CONVENTIONAL TEACHING METHOD ON THE ATTITUDE OF SLOW-LEARNERS TOWARDS GEOMETRY AMONG SECONDARY STUDENTS IN NIGER STATE

Etsu, S.M. (Ph.D)1, Manko, U.A. (Ph.D)2 and Muhammad Habiba3

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The study aims at investigating Comparative Effects of the use of laboratory-based activity, peer-tutoring strategy and the conventional teaching method on the attitude of slow-learners towards geometry among secondary students in Niger state. ?Quasi Experimental design was used for the study. The sample consisted of 110 students; 36 students were assigned to the experimental group 1, 33 students were assigned to the experimental group2 and 41 students to the control group. The experimental group was taught using Peer-Tutoring and the Control Group was taught using Conventional (Lecture) method. The data collected was analyzed using means, Standard Deviations and Kruscal Wallis (H) test. The study revealed statistically, that there was significant difference in the effects of the use of laboratory-based activity, peer-tutoring strategy and the conventional teaching methods in teaching geometry on the attitudes of slow learners towards geometry. Based on the findings it was recommended among others that secondary school teachers should be trained on the effective use of Laboratory Based activity and Peer-Tutoring in order to enhance the students? positive attitudes towards in JSS Geometry. Keywords: Laboratory based activity, Peer-Tutoring, Attitude towards Geometry, and Slow-Learners.

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