On the Effects of Generative Learning Strategy on Students’ Understanding and Performance in Geometry in Lafia Metropolis, Nasarawa State, Nigeria

Abstract

This study adopted the quasi-experimental research design namely pretest and posttest, in examining the effects of generative learning strategy on the understanding and performance of secondary school students in geometry being one main branch of mathematics that is studied in Nigeria secondary schools. The purpose of the study was to explore new methods of assisting secondary school students in Nigeria to overcome the persistent high failure rate in general mathematics required for scientific and technological development otherwise the country would continue to trail behind in this respect. The sample for the study was made of 133 SSII students drawn from two public senior secondary schools in Lafia Metropolis, Nasarawa state, Nigeria. Purposive sampling technique was used in selecting the sample schools. Data was collected using GUPT consisting of 10 non-restricted multi-staged open-ended geometry questions with a reliability coefficient of 0.73. The findings from the study among other things revealed that statistically, the experimental group (Mean=28.82; SD=13.23) performed better with a significant mean difference in comparison with the control group (Mean=18.45; SD=7.51) in post-test (α=0.000˂p-value=0.05); the difference in post-test mean scores between males (Mean=31.07; SD=12.82) and females (Mean=25.00; SD=13.27) in the experimental group was not statistically significant (α=0.999˃p-value=0.05) meaning that the issue gender difference in mathematics performance is not significant when generative learning strategy is applied in teaching geometry to SSII students. Based on the findings from the study, some recommendations were made including the need for mathematics teachers to adopt generative learning strategy in teaching mathematics in the classroom; and that authors should endeavor to write textbooks for senior secondary schools to incorporate generative learning strategy in teaching mathematics.