EFFECT OF LABORATORY APPROACH ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN GEOMETRY AND MENSURATION IN KEFFI EDUCATION ZONE, NASARAWA STATE

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dc.contributor.authorChristopher, Danjuma Musa
dc.date.accessioned2023-12-13T07:27:17Z
dc.date.available2023-12-13T07:27:17Z
dc.date.issued2014-08-11
dc.descriptionThesisen_US
dc.description.abstractThis study was set out to determine the effect of laboratory approach secondary school students’ achievement, interest and retention in geometry and mensuration. A sample of 74 JS II students from two randomly selected government owned schools in Keffi Education Zone, Nasarawa state served as subjects of the study. Six research questions were posed and eight hypotheses were formulated to guide the study. The study was a quasi-experimental of non - equivalent control group design in which pretest - posttest - retention test was used. The instruments- Geometry and Mensuration Achievement Test (GMAT) and Geometry and Mensuration Interest Scale GMISI were developed, validated and used for data collection. Data obtained were analvzed using mean, standard deviation and analysis of covariance (ANCOVA). The results revealed that laboratory approach enhanced achievement in Geometry and Mensuration and is independent of gender; students have high interest in Geometry and Mensuration when taught with laboratory "T he mean interest scores of males aanpdp rofaecmha alensd. thTehree irse nsuol tssi gnalisfioc asnhto dwifefedr ence laboratory approach can enhance a better retention of geometry and on junior that concepts mensuration taught to the students and there is no significant interaction effect of teaching approaches (laboratory and conventional approaches) and gender in terms of both the students achievement and interest in geometry and mensuration. The study recommended among others that teachers should be encouraged to use laboratory approach in teaching so as to improve students’ achievement, interest and retention in Mathematics. The approach should be used by teachers in order to eradicate the issue of gender differences in achievement and having interest in Mathematics. Mathematics student teachers should be trained on the use of the laboratory approach in their methodology class during per-service training. Authors and publishers of secondary school mathematics textbooks should write and publish the books from the point of laboratory approach and other practical approaches. This will make the contents of such books to be in the context of real life situation thereby upholding students’ interest and achievement in Mathematics. vien_US
dc.identifier.citationA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, NASARAWA STATE UNIVERSITY, KEFFI IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN MATHEMATICS EDUCATIONen_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3945
dc.language.isoenen_US
dc.publisherDEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFIen_US
dc.titleEFFECT OF LABORATORY APPROACH ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN GEOMETRY AND MENSURATION IN KEFFI EDUCATION ZONE, NASARAWA STATEen_US
dc.typeThesisen_US

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