GEOMETRIC MODEL SIMULATION INSTRUCTIONAL APPROACH AND JUNIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN SOLID GEOMETRY IN RIVERS STATE NIGERIA

Educational

This study was titled geometric model simulation instructional approach and junior secondary school students; retention in solid geometry in Rivers State Nigeria. The sample used for the study was 156 students that were drawn from a population of 4,584 junior secondary 1 students in Port Harcourt Local Government Area of Rivers State. Two objectives, two research questions and two null hypotheses were formulated for the study. The quasi experimental research design was used for the study. The experimental group one was taught sold geometry with origami-based instruction, experimental group two was taught with simulation instruction while the control group was taught with chart-based instruction. A Geometry Performance Test and a Geometry Retention Test which had 25 multiple-test items each was used to collect data. The instrument was validated by Mathematics educators and the test retest method was used to obtain a reliability of 0.82. The mean, standard deviation was used to answer the research questions while analysis of covariance was used to test the null hypotheses at 0.05 significant level. The findings showed that origami-based instruction improved the retention of students in solid geometry than the simulation instructional approach with no statistically significant difference. The result also showed that the simulation instructional approach improved the retention of students than the chart-based instruction with a significant statistically difference. It was therefore recommended that Mathematics teachers should embrace the use of paper folding and computer simulation to teach solid geometry concepts

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