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Effect of constructivist teaching approaches on junior secondary school students’ performance, retention and attitude in algebra

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dc.contributor.author Sezuo, S. I.
dc.date.accessioned 2024-08-02T16:03:47Z
dc.date.available 2024-08-02T16:03:47Z
dc.date.issued 2022
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/4126
dc.description A thesis in the Department of Mathematics Education, Faculty of Sciences, Submitted to the School of Graduate Studies in partial fulfilment of the Requirements for the award of Degree of Master of Philosophy (Mathematics Education) In the University of Education, Winneba AUGUST, 2022 en_US
dc.description.abstract The purpose of this study was to investigate the effect of constructivist teaching approaches on junior secondary school students’ performance, retention and attitude in Algebra within Okene Metropolis of Kogi State in Nigeria. The study leveraged on constructivism theory which posits learners construct knowledge rather than just passively take in information. The study utilized a quasi-experimental design which adapts the pre-test, post-test, post post-test on Experimental Groups and Control groups. A sampling size of 600 out of 54,490 was selected using multi-stage sampling technique. Three research questions were raised and tested with three null hypotheses. One of the major results showed that the students taught with the constructivist teaching approaches have significantly higher score than those taught with lecture method. The major implication of the study for teaching and learning of Algebra in particular, and Mathematics in general, is that learner-centred teaching approaches leads to better performance of students. The study concluded that the use of constructivist teaching approaches (Activity-Based, Guided-Discovery and Problem-Solving) have significant positive effects on academic performance, retention and attitude of junior secondary school students towards Mathematics. It was recommended that the teachers of Mathematics should collaborate with publishers to publish Algebraic books written with the principles of constructivists teaching approaches. Teachers, curriculum planners and stakeholders in Education should include samples of lesson note on how to teach Mathematics with constructivist approaches during Curriculum Reviewed, Workshops, Seminars, etc. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject constructivist en_US
dc.subject junior secondary school en_US
dc.subject students’ performance en_US
dc.subject algebra en_US
dc.title Effect of constructivist teaching approaches on junior secondary school students’ performance, retention and attitude in algebra en_US
dc.type Thesis en_US


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