EFFECT OF ORIGAMI-BASED INSTRUCTION ON JUNIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN SOLID GEOMETRY IN RIVERS STATE NIGERIA

Education

This study examined the effect of origami-based instruction on junior secondary school students’ academic retention in Solid Geometry in Rivers State. Two objectives, two research questions and two null hypotheses were answered and tested respectively. The design of the study was quasi experimental. 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 Solid Geometry Retention Test was used for data collection. Kuder- Richardson Formula 20 was used to determine the internal consistency of the instrument which yielded an index of 0.82. Students were administered pretest, posttest and post posttest in Solid Geometry using the validated instrument. Mean, standard deviation and Analysis of Covariance were used for analysis at 0.05 level of significance. Findings showed that the students taught with origami-based instruction in the experimental group had higher retention than students taught with charts. The male students had higher retention than the female students with no statistically significant difference. It was recommended amongst others that Mathematics teachers should teach students geometric concepts with origami because it aided retention in Junior secondary school one.

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