Abstract

EFFECT OF CONSTRUCTIVIST TEACHING STRATEGY ON ALGEBRAIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA

Muhammad Abubakar Sadiq

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Abstract This study investigated the effect of constructivist instructional strategy on the academic performance of senior secondary school two students? (SS II) of Sokoto State, Nigeria. The main objective of this study was to find out if teaching students algebraic equation using Constructivism approach differ significantly as against a Conventional Method. The SSII student population of the thirty eight selected senior secondary schools was 2,661 and the population sample of 377 SS II Students were drawn into two comparison groups. Pretest-posttest quasi-experimental design was used for the study. Purposive sampling technique was used to select 6 schools out of 38 secondary schools selected in the Sokoto state. Mathematics Achievement Test (MAT) was used to collect data. The reliability of Mathematics Achievement Test (MAT) was calculated using Pearson?s Brown?s Rank-Order Correlation Coefficient to be 0.81. One null hypothesis was tested at p<.05 level of significance using t-test.The following findings were obtained. Students exposed to Constructivism Instructional Strategy performed better than their counter part in Conventional Method. There was significant difference in students? performance between Constructivism and Conventional Method of teaching. On the basis of these findings recommendations were made for the improvement of teaching mathematics in secondary schools. One major recommendation is that mathematics teachers should incorporate Constructivist Instructional Strategy into the mainstream of pedagogy in the teaching of mathematics.

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