Abstract

EFFECTS OF POLYA AND BRANSFORD-STEIN MODELS ON STUDENTS’ PERFORMANCE IN TRIGONOMETRY, AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KANO STATE, NIGERIA.

Dr. Saleh Ibrahim, Maruta, Prof. C, Bolaji, Prof. M. Musa, & Dr. M. O. Ibrahim

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The Study examined the Effects of Polya and Bransford-Stein Models on Academic Performance in Trigonometry among Senior Secondary School Students in Kano State. The Study used a Quasi-Experimental Pretest/Posttest, Control Group design. A sample of 190 (95 males; 95 females) Senior Secondary School two (SS2) Students selected from Six Senior Secondary Schools were drawn from the public Schools in Kano Metropolis. Three groups were involved for the Study namely: Experimental group one (Polya’s Model), experimental group two (Bransford-Stein’s Model) and Control group respectively. One research question was answered and one null hypothesis was formulated and tested at P ? 0.05 significance level. Trigonometry Performance Test (TPT) with reliability index 0.86 was the instrument used for data collection. Data collected were analysed using Mean, Standard Deviation and student t-test Statistics. Based on the findings of the study it was concluded that Polya and Bransford-Steins models have potentials to improve students’ performance. The results indicated that students taught using Polya Model performed significantly better, followed by those taught using Bransford-Stein Model and Lecture Method. Based on the findings a number of recommendations were made among which is the employment Polya and Bransford-Stein Models in teaching Trigonometry at the senior secondary school levels, so as to enhance the students’ academic performance and remove mathematics phobia.

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