This study is an exploration of the effectiveness of Design-Based Learning (DBL) model in the improvement of senior secondary students’ achievement in solid geometry in Emohua Local Government Area of Rivers State. The quasi-experimental design was adopted. A sample of 59 Senior Secondary School I (SSSI) students took part in the study. Solid Geometry Achievement Test (SGAT) was the instrument used for data collection. The Kuder-Richardson KR-21 method was used to establish the reliability of SGAT to obtain an index of 0.84. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings established that DBL model was superior to Problem-based Learning (PbL) model in advancing the learning achievement of students in solid geometry. The students of both groups improved in learning over time with higher learning gain among students in the experimental group. The male and the female students in the experimental group outperformed their counterparts in the control group over SGAT scores. The male and the female students taught using the DBL and PbL respectively did not significantly differ over SGAT scores. It was recommended among others that mathematics teacher should apply the DBL in teaching solid geometry in the senior secondary schools in Nigeria because when effectively utilized, this instructional model is capable of advancing the learning achievement of students in mathematics irrespective of their locations and gender
The study examined the effects of jigsaw-puzzle instructional strategy on secondary school students’ performance on Growth as a concept in Biology in Ukwa West Local Government Area, Abia State. Gender effect on Biology students’ performance was also investigated. Two objectives, two research questions and two hypotheses guided the study. Quasi-experimental design was adopted in this study. One hundred and fifteen (115) Biology students from two mixed secondary schools randomly selected formed the sample size. Biology Performance Test on Growth (BPTOG) which contained twenty (20) multiple choice questions was used for gathering data. Test re-test method was to test the instrument. The BPTOG was validated by two experts in Department of Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria. Reliability index of 0.76 was obtained using Pearson’s Product Moment Correlation. Mean and Standard deviation were used in answering the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that there was a significant difference between the academic performance of students in experimental group and those in control. More so, gender has no effect on Biology students’ performance in jigsaw-puzzle group. It was recommended that Biology teachers should adopt Jigsaw-Puzzle Instructional Strategy in this 21st century classroom to encourage group learning among students.
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