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All Journal Journal of Research in Instructional Edukasiana: Jurnal Inovasi Pendidikan
Ogungbile, Titilayo
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Improving Students' Achievement in Geometry Through Laboratory-Based Instructional Methods in Jalingo Metropolis, Taraba State, Nigeria Ajai, John; Ogungbile, Titilayo
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i1.961

Abstract

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, over six weeks. 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 between the teaching method and gender. These findings underscore the potential of laboratory-based instructional methods to improve student engagement and comprehension in geometry, particularly in educational settings that face similar resource and teaching challenges. By fostering hands-on learning and critical thinking, this approach could be an effective strategy for enhancing math achievement and supporting curriculum development in Nigeria and comparable regions. 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.
Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry Ajai, John Tyavbee; Ogungbile, Titilayo
Journal of Research in Instructional Vol. 3 No. 1 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i1.89

Abstract

The relationship between the laboratory method of instruction, students' attitudes toward geometry, and gender on geometry performance was examined in this study. The investigation was conducted in the Jalingo metropolis of Taraba State, Nigeria. Both correlational and quasi-experimental designs were used in the investigation. The study included 160 Upper Basic School II pupils as its sample. Data were gathered using two instruments: the Geometry Achievement Test (GAT) and the Attitudes Toward Geometry Inventory (ATGI). The instruments were validated, and for the ATGI and GAT, respectively, their reliability indices were calculated to be 0.86 and 0.91. The results indicate that while student performance in geometry is inversely connected with the laboratory style of instruction, student attitudes toward geometry are positively correlated. It has been found that 56% of students' success in geometry may be predicted by factors such as their attitude toward mathematics, gender, and instructional strategies used in laboratories. According to the correlation statistics, the laboratory method accounts for 74% of student performance in geometry, gender for 9.6%, and attitude for 7.9%. To foster a good attitude toward geometry, it is recommended that the laboratory method of instruction be promoted in mathematics class.
Co-Authors Ajai, John Ajai, John Tyavbee