Abstract

EFFECTS OF EXPLICIT TEACHER INSTRUCTION ON AUTISM STUDENTS? ACADEMIC PERFORMANCE AND RETENTION ABILITY IN DIRECTED NUMBERS AMONG JUNIOR SECONDARY SCHOOLS IN DAURA EDUCATION ZONE, KATSINA STATE, NIGERIA

Dr U. A. Ginga & Dr. A. I. Kauru

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Abstract This study investigated the effect of Teacher explicit instruction on Autism students? academic performance and retention ability among junior secondary schools in directed numbers operations in Daura Education Zone, Katsina State. The population of the study was 1,400 Junior Secondary One (JSSI) Autism students in Daura Education Zone, Katsina State admitted in 2016/2017 academic session. A stratified random sample was employed where 400 students were selected as the sample size of the study. One instrument, Directed Numbers Multiple Choice Test (DNMCT) was used for the study. The study was a Quasi-experimental and used the Pre ?test ?Posttest control group design. Four research questions and null hypotheses were formulated and tested. A test-retest reliability and Pearson Product Moment Correlation Coefficient (PPMCC) were used to estimate the reliability which was found to be 0.86. The test items were subjected to content, construct and criterion related validity by experts in the area of Mathematics-Education. Means and standard deviations were used to answer the research questions while Inferential Statistic of One-way Anova was used to test the null hypotheses. The results obtained from the analyses indicated that there were significant differences between the mean performance and retention ability scores of students exposed to Teacher explicit instruction and those taught using lecture method at p?0.05. It was recommended that primary school autism students be taught using Teacher explicit instruction at primary school level.

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