Constructivist class of instructional models and senior secondary student geometry achievement
Nduka Wonu, Harrison Idara Sunday
15This study was an exploration of the effects of a Constructivist Class of Instructional Models (CCoIM) on geometry achievement of senior secondary students in Abua/Odual Local Government Area (LGA) of Rivers State, Nigeria. The Teaching for Understanding (TfU) and Metacognitive Instructional (MCI) models were used. The quasi-experimental design was adopted. A total of 43 SSSI students with an average age of 16 years took part in the study. A validated 25-item Geometry Achievement Test (GAT) was used for data collection. The reliability index, 0.81 of GAT was determined using KR-21. This study was guided by four research questions and four null hypotheses respectively. Mean and Standard Deviation (SD) were used to answer the research questions whereas Analysis of Covariance (ANCOVA) was used to test the hypotheses at. 05 alpha level. The findings among others established that the CCoIM significantly advanced the geometry achievement of students. The MCI model was proven to be more efficacious than TfU in improving the geometry achievement of the students. No significant sex difference was found over geometry achievement given the instructional models. It was recommended among others that Mathematics teachers should strive to apply the CCoIM in teaching students the concept of geometry since this study substantiates the fact that the MCI and the TfU are capable of enhancing the learning of geometry among students.
Nduka Wonu, Harrison Idara Sunday. Constructivist class of instructional models and senior secondary student geometry achievement. International Journal of Multidisciplinary Research and Development, Volume 5, Issue 12, 2018, Pages 98-103