Effect of Mathematical Modeling-Based Teaching Activities on Basic Eight Students’ Retention in Mathematics in Bayelsa State, Nigeria

Abstract

The purpose of this study was to determine the effect of mathematical modelling-based teaching activities on basic eight students’ retention in mathematics. The study was carried out at Yenagoa Local Government Educational Zone of Bayelsa State with a population of 3,693 basic eight students in the 35 basic schools, it used a quasi-experimental design of non-randomized pre-test post-test control group design. A sample of 182 out of this population was used. To arrive at this, intact classes were used. The research instrument was Mathematics Retention Test (MRT), which was used for collection of data. The MRT was trial-tested using Kuder-Richardson K-R20 and had a reliability index of 0.84. Three research questions were asked and answered using means, standard deviation and Scattergram. The three hypotheses formulated were tested at 0.05 level of significance using Analysis of Covariance. It was found that Students in the experimental group improved more in their mathematics retention than those in control group. Male and female Basic Eight students taught mathematics using Mathematical modeling-based teaching activities improved in their mathematics retention. However, the male improved more, and this was statistically significant, Basic Eight students’ retention in Mathematics using Mathematical modeling-based teaching activities is not dependent on gender. It was therefore, recommended that Mathematics teachers should employ Mathematical modeling-based teaching activities in their mathematics classes which could make the students’ active participants in the teaching and learning process which would improve their retention rate among others.