EFFECTS OF DYNAMIC GEOMETRY INSTRUCTIONAL PROGRAMME ON STUDENTS’ PERFORMANCE AND RETENTION IN GEOMETRY IN NASARAWA STATE, NIGERIA
Benjamin I. Imoko1 & Gabriel Akinlolu Omotosho2
1Department of Science and Mathematics Education, Benue State University, Markudi
2Department of Mathematics/Statistics, Nasarawa State Polytechnic, Lafia
Email: jogbodoakinlolu@gmail.com
ABSTRACT
The study investigated the effects of dynamic geometry instructional programme on SS1 students’ performance and retention in geometry in Nasarawa State. Six research questions guided the study. The design of the study was quasi-experimental, non-equivalent pre-test, post- test control group type. The population consisted of all the SS1 students in 13 local governments in Nasarawa State. The sample of the study comprised 210 SS1 students in six senior secondary schools using purposive sampling technique. Geometry Performance Test (GPT) with reliability coefficients of 0.84 was used for data collection. Mean and standard deviation were used to answer the research questions. The results showed that there is significant difference in mean performance scores and mean retention scores between the SS1 students taught geometry using dynamic geometry instructional programme and those taught using the conventional method. The results showed that there is no significant difference in the performance and retention of male and female students taught geometry with dynamic geometry instructional programme. Based on the findings of the study, it was recommended among others that awareness of the positive effects of dynamic geometry instructional programme on the performance and retention in geometry should be brought to the attention of school administrators.
Key words: Dynamic, Geometry, Performance, Retention, Van Hiele
