IMPACT OF CONSTRUCTIVIST TEACHING STRATEGY ON ACADEMIC PERFORMANCE AND RETENTION IN MATHEMATICS AMONG SENIOR SECONDARY SCHOOL STUDENTS

Abstract

This study focused on the Impact of Constructivist Teaching Strategy on Academic Performance and Retention in Mathematics among Senior Secondary School Students in Bosso Local Government Area, Niger State. The study was quasi-experimental design. This design was considered suitable for the study because intact classes were assigned to two differentiate groups. Two research questions and hypotheses were formulated to guide the study. The simple random sampling technique was employed to select sample size of 216 SS II students (110 students for experimental group, 106 students for control group). An instrument was developed by researchers and was validated by experts with reliability coefficient is at r= 0.84. The instrument was used as post–test and post-test for data collection and analyses. The study result revealed that there was a significant difference in the academic performance scores of students taught using the constructivist teaching method and those taught using conventional teaching method. The result also revealed that there was significance difference in the retention ability of students taught mathematics using constructivist teaching method and those taught using conventional teaching method. It was recommended among others that Seminar and workshops should be organized for mathematics teachers to educate then on the constructivist teaching method strategy. Also constructivist teaching method should be used as another alternative teaching method to teach mathematics in secondary schools.