Abstract

TEACHING GEOMETRICAL AND MENSURATION PROOFS WITH ORIGAMI-BASED INSTRUMENTAL MODEL APPROACH AMONG SENIORSECONDARY SCHOOL STUDENTS IN ENUGU STATE

Unodiaku, Stanislus Sochima, Ph.D (NIG.)

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Abstract The studywas purposely carried out to determine the efficiency of teaching geometrical and mensuration proofs with origami-based instructional model approach among senior secondary school classes 111 (SSS III) students. The population of the study consisted of 1025 SSS III students of 2016/2017 session in Awgu urban of Awgu Education Zone of Enugu State. A sample of 115 SSS II students from 3 schools out of 23 SSSs that composed Awgu urban of Awgu Education Zone was randomly sampled. The 115 SSSIII students were composed of 54 males and 61 females used for the study. The study was guided by two research questions and two hypotheses. The hypotheses were tested at P <.05 level of significance. The instrument used for the study was mathematics achievement test (MAT) developed by the researcher. The MAT was face validated by experts and its reliability index was 0.77 established using Cronbach alpha techniques. The data obtained with the instrument were analyzed using mean, standard deviation (S.D.) and analysis of covariance (ANCOVA) statistic. Mean and S.D. were used in answering the research questions while ANCOVA statistic was used in testing the hypotheses at P <0.5 significant level. Findings of the study showed that origami-based instructional model approach is effective in teaching mathematics, especially geometry and mensuration. Gender was found not to be a significant factor of variance in mathematics achievement when the teaching of mathematics is origami-based. The use of origami-based instructional model approach was recommended to teachers, examination bodies, authors of mathematics textbooks and stakeholders in education, for integration into mathematics classrooms. Keywords: origami model, instruction, achievement geometry and mensuration.

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