IMPROVING SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT THROUGH REFLECTIVE INSTRUCTIONAL STRATEGIES IN NNEWI EDUCATION ZONE
Authors: Adebayo Olamide Jibola
DOI: 10.5281/zenodo.17368238
Published: April 2024
Abstract
<p><em>The effects of reflective instructional strategy (RIS) on academic achievement of SS 2 students in mathematics in Nnewi Education Zone of Anambra State was determined. Two research questions and three hypotheses tested at 0.05 level of significance guided the study. The research adopted a quasi-experimental design, specifically, pre-test and post-test non- randomized control group design. The population comprised 4006 students in the public secondary schools in the Nnewi Education Zone of Anambra State, Nigeria. The sample size was 97 students (47 male and 50 female) students selected from two of the 37 co-educational public secondary schools in the Zone through multistage sampling procedure. Mathematics Achievement Test (MAT) was used as instrument for data collection while researcher-developed RIS lesson plan was used as instructional tool. The reliability co-efficient value for MAT was 0.90 which was established using Kudder-Richardson Formula 20. Experimental group was taught using RIS while the control group was taught using Lecture method (LM). Mean and standard deviations were used to answer the research questions while the hypotheses were tested using Analysis of covariance. The findings showed among others that, RIS significantly improved students’ achievement in mathematics and gender does not have significant effect on the achievement of students’ taught mathematics using RIS and LM. The study concludes that RIS is effective in improving the achievement of SS 2 students in mathematics Based on the findings, it was recommended among others that; </em></p> <p><em>Mathematics teachers should adopt RIS while teaching to enhance students’ interaction with each other and the learning materials to facilitate effective learning of mathematics and that mathematics teachers should use RIS in teaching mathematics for improved achievement. </em></p>
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