Origami-Based Instruction and Junior Secondary School Students’ Academic Performance in Mathematics in Rivers State
Abstract
This study investigated Origami-based Instruction and Junior Secondary School Students’ Academic Performance in Mathematics in Rivers State. Two research questions and two null hypotheses were answered and tested respectively. The design of the study was quasi experimental research which involved pretest, treatment and posttest. A sample of 104 students was drawn from a population of 4,584 Junior secondary school one students in government owned secondary schools in Port Harcourt Local Government Area of Rivers State. The research instrument titled Geometry Performance Test was used for data collection. Kuder- Richardson Formula 20 was used to determine the consistency of the instrument and the reliability index of 0.82 was obtained. Mean and standard deviation was used to answer research questions while the null hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Findings showed that students taught with origami-based instructional approach in the experimental group had a higher performance than those taught with chart in the control group with a statistically significant difference. The male students performed better than the female students in the experimental group with no statistically significant difference It was recommended amongst others that origami-based instructional approach should be used to teach Solid Geometry in Junior secondary school one.
Keywords
Origami, Geometry, Performance, Instruction
Citations
IRE Journals:
Ndubisi, Esther Ekene , Dr. Arokoyu, Abosede A.
"Origami-Based Instruction and Junior Secondary School Students’ Academic Performance in Mathematics in Rivers State" Iconic Research And Engineering Journals Volume 5 Issue 8 2022 Page 45-51
IEEE:
Ndubisi, Esther Ekene , Dr. Arokoyu, Abosede A.
"Origami-Based Instruction and Junior Secondary School Students’ Academic Performance in Mathematics in Rivers State" Iconic Research And Engineering Journals, 5(8)
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