Comparative Effects of Laboratory-Based and Discussion-Based Instruction on Junior Secondary Students’ Performance and Retention in Plane Geometry
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1089Keywords:
Laboratory-Based Instruction, Plane Geometry, Mathematics Laboratory, Students’ Performance, Discussion-Based InstructionAbstract
This study aimed to investigate the Comparative Effects of Laboratory-Based and discussion-based instruction on junior secondary students' performance and Retention in Plane Geometry. Two research questions, two null hypotheses, and two aims and objectives made up the investigation. The research was quasi-experimental in nature. For the study, intact classrooms were employed. In Rivers State, Nigeria, a sample of 119 public junior secondary class two students was selected from a total of 6,132 students. Data collection involved the use of the Plane Geometry Achievement Test (PGAT). With validation, PGAT's reliability index was 0.81. While the control group received education using a discussion-based approach, the experimental group received practical laboratory-based instruction in plane geometry. Analyses were conducted using the mean, standard deviation, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. For testing hypotheses, a significant level of 0.05 was employed. The results demonstrated that students who received instruction through laboratory-based based performed better and retained information, with a mean gain performance of 22.95, SD=13.58, than their counterparts in the control group, who had a mean gain performance of 10.74, SD=7.35, which was statistically different. It was suggested that teachers should employ laboratory-based instruction to teach mathematical principles and practical plane geometry.
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