Effect of origami teaching strategy on students’ attitude towards geometry

Abstract

This study investigates the effect of the origami teaching strategy on students’ attitudes in geometry in secondary schools in Rivers State. Two hypotheses were formulated to guide the study. The study adopted a quasi-experimental design. Simple random sampling was used to collect a sample size of one hundred (100) SS2 students. The instrument for data collection was the Students' Attitudes towards Mathematics (SAM) survey, with a reliability index of 0.72. The t-test was used to test the hypotheses at a 5% significance level. The findings of the study revealed that students taught with the origami teaching strategy showed a more positive attitude towards geometry than the students taught without the origami teaching strategy. The findings also revealed that both male and female students exposed to the origami teaching strategy had an equal chance of developing positive attitudes towards the learning of geometry. It was recommended, among others, that the origami teaching strategy should be adopted in the teaching of geometry at the primary, secondary, and tertiary levels of education.