Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method
This study investigated the effect of laboratory-based instructional methods on students' achievement in geometry within the educational context of Jalingo Metropolis, Taraba State, Nigeria. Recognising the potential of hands-on, experiential learning approaches in mathematics education, parti...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Institute of Research and Community Services, Universitas Terbuka
2024-11-01
|
| Series: | International Journal of Research in STEM Education |
| Subjects: | |
| Online Access: | https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1706 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846161399930159104 |
|---|---|
| author | John Tyavbee Ajai Ogungbile Titilayo Nguuma Jimin |
| author_facet | John Tyavbee Ajai Ogungbile Titilayo Nguuma Jimin |
| author_sort | John Tyavbee Ajai |
| collection | DOAJ |
| description |
This study investigated the effect of laboratory-based instructional methods on students' achievement in geometry within the educational context of Jalingo Metropolis, Taraba State, Nigeria. Recognising the potential of hands-on, experiential learning approaches in mathematics education, particularly in geometry, this research explored the effectiveness of laboratory-based instruction in enhancing student performance. Guided by three research questions and hypotheses, the quasi-experimental research design was employed on a sample of 160 Upper Basic II students, through pre-and post-test assessments. The Geometry Achievement Test (GAT) with a reliability index of 0.91 for the GAT, determined using the K-R20 method, was used for data collection. The mean and standard deviation statistics were employed to answer the three research questions, while covariance (ANCOVA) analysis was employed to test all hypotheses at a significance level of 0.05. The study found a significant improvement in geometry achievement among students exposed to the laboratory-based method, with 56% of the achievement score variance attributed to this method. Additionally, it identifies a noteworthy difference in achievement scores between male and female students taught geometry using the laboratory-based approach, with a significant interaction effect observed between the teaching method and gender. These findings emphasise the potential of incorporating laboratory-based instructional methods in mathematics education to enhance student achievement and promote a deeper understanding of geometric concepts. Overall, the study contributes valuable insights to the discourse on innovative pedagogical practices in mathematics instruction, offering guidance for educators and policymakers aiming to improve mathematics education in similar contexts.
|
| format | Article |
| id | doaj-art-3404173f23ae4e75904b2e8d4f79683e |
| institution | Kabale University |
| issn | 2721-3242 2721-2904 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | The Institute of Research and Community Services, Universitas Terbuka |
| record_format | Article |
| series | International Journal of Research in STEM Education |
| spelling | doaj-art-3404173f23ae4e75904b2e8d4f79683e2024-11-21T08:21:43ZengThe Institute of Research and Community Services, Universitas TerbukaInternational Journal of Research in STEM Education2721-32422721-29042024-11-016210.33830/ijrse.v6i2.1706Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method John Tyavbee Ajai0Ogungbile Titilayo Nguuma JiminTaraba State University This study investigated the effect of laboratory-based instructional methods on students' achievement in geometry within the educational context of Jalingo Metropolis, Taraba State, Nigeria. Recognising the potential of hands-on, experiential learning approaches in mathematics education, particularly in geometry, this research explored the effectiveness of laboratory-based instruction in enhancing student performance. Guided by three research questions and hypotheses, the quasi-experimental research design was employed on a sample of 160 Upper Basic II students, through pre-and post-test assessments. The Geometry Achievement Test (GAT) with a reliability index of 0.91 for the GAT, determined using the K-R20 method, was used for data collection. The mean and standard deviation statistics were employed to answer the three research questions, while covariance (ANCOVA) analysis was employed to test all hypotheses at a significance level of 0.05. The study found a significant improvement in geometry achievement among students exposed to the laboratory-based method, with 56% of the achievement score variance attributed to this method. Additionally, it identifies a noteworthy difference in achievement scores between male and female students taught geometry using the laboratory-based approach, with a significant interaction effect observed between the teaching method and gender. These findings emphasise the potential of incorporating laboratory-based instructional methods in mathematics education to enhance student achievement and promote a deeper understanding of geometric concepts. Overall, the study contributes valuable insights to the discourse on innovative pedagogical practices in mathematics instruction, offering guidance for educators and policymakers aiming to improve mathematics education in similar contexts. https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1706Laboratory methodgeometryachievement of studentgender |
| spellingShingle | John Tyavbee Ajai Ogungbile Titilayo Nguuma Jimin Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method International Journal of Research in STEM Education Laboratory method geometry achievement of student gender |
| title | Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method |
| title_full | Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method |
| title_fullStr | Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method |
| title_full_unstemmed | Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method |
| title_short | Enhancing Students’ Achievement in Geometry Using Laboratory-Based Instructional Method |
| title_sort | enhancing students achievement in geometry using laboratory based instructional method |
| topic | Laboratory method geometry achievement of student gender |
| url | https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1706 |
| work_keys_str_mv | AT johntyavbeeajai enhancingstudentsachievementingeometryusinglaboratorybasedinstructionalmethod AT ogungbiletitilayo enhancingstudentsachievementingeometryusinglaboratorybasedinstructionalmethod AT nguumajimin enhancingstudentsachievementingeometryusinglaboratorybasedinstructionalmethod |