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

dc.contributor.authorMusa, D.C.
dc.date.accessioned2023-12-13T06:22:13Z
dc.date.available2023-12-13T06:22:13Z
dc.date.issued2017-08-06
dc.description.abstractThis study determined the effect of laboratory approach on junior secondary school students' interest in geometry and mensuration. A sample of 74 JSII students from two randomly selected government owned secondary schools in Keffi Education Zone, Nasarawa state was used for the study. Quasi-experimental of non - equivalent control group design was used. T\yo research questions were answered and two hypotheses were tested. The instrument, Geometry and Mensuration Interest Scale (GMIS) was developed, validated and used for data collection. Data obtained were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results revealed that students have high interest in Geometry and Mensuration when taught with laboratory approach and there is no significant difference in the mean interest scores of males and females. The study recommended that teachers should be encouraged to use laboratory approach in teaching so as to improve students' interest in Mathematics and to eradicate the issue of gender differences in having interest in Mathematics. 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 in Mathematics.en_US
dc.identifier.citationOchepa, I. A. (2000). Towards Practical Mathematics: An Examination of Real World Geometry and Mensuration in Nigeria. Ogbonna, C.C. (2003). Effect of Constructivist Instructional Approach on Senior Secondary School Students'Achievement and Interest in Mathematics, Unpublished MED Project. University of Nigeria, Nsukka. Okeke, M. (2009). Mathematics Teachers' Academic Qualification, Teaching Methods and Utilization of Instructional Materials as Determinants for Achieving Millennium Development Goals. In J. S. Sadiku (Ed.), Proceedings of Annual National Conference of Mathematical Association of Nigeria, florin: OLAD Publishers. Okereke, S. C. (2006). Effects of prior knowledge of implications of mathematical tasks/concepts to career types and gender on students' achievement, interest and retention. In U. Nzewi (Ed). STAN procedures ofthe 4 7th Annual conference, 253-259. Oluwaniyi, D.S. (2006). Active learning Techniques in Mathematics. In National Mathematical Centre & Petroleum Tecnology and Development Fund, Programme and Introductory Manual for Workshop on the Improvement of the Teaching and Learning of the Mathematical Sciences in Secondaiy Schools. Kwali: National Mathematical Centre. Salman, M.F. (2002). The National Policy in Education and its Implications for Mathematics Education In the Universal Basic Programme. Abacus: The Journal of Mathematical Association of Nigeria, 27(1), 9-18. WAEC (2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013 & 2014). Chief Examiners' Report of West Africa Examination Council. Weatheril, G. (2004). What is the Difference of Mensuration and Geometry. Retrieved June 27, 2008 from http://www. nrich. maths, org/discuss/messages/27/27. htmlen_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3889
dc.language.isoenen_US
dc.publisherDepartment of education biology, Nasarawa state university, keffi.en_US
dc.titleEFFECT OF LABORATORY APPROACH ON JUNIOR SECONDARY SCHOOL STUDENTS' INTEREST IN GEOMETRY AND MENSURATION IN KEFFI EDUCATION ZONE, NASARAWA STATEen_US
dc.typeArticleen_US

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