Enhancing Mathematics Performance among Students: The Role of Expository Technique in Ekiti State, Nigeria
Keywords:
Expository Technique, Mathematics Performance, Secondary School Students, Gender, NigeriaAbstract
This quasi-experimental study examined the impact of expository technique on secondary school students' mathematics performance. A pretest-posttest design was employed, involving 217 Senior Secondary School Two (SSS II) students selected from 206 public secondary schools in Ekiti State, Nigeria. The Mathematics Performance Test (MPT) was used for data collection, with established face, content, and construct validity. The test-retest reliability coefficient of 0.89 ensured the instrument's consistency. Descriptive and inferential statistics, including ANOVA and ANCOVA, were used to analyze the data. The results showed no significant pre-test differences between the experimental (expository technique) and control (conventional method) groups. However, significant post-test mean score differences favoured the expository technique group, indicating its effectiveness in enhancing mathematics performance. Additionally, no significant gender differences were observed, suggesting that expository technique benefits both male and female students equally. The study highlights the potential of the expository technique to promote gender equity in mathematics education.
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