Tutorial-Based Learning Strategy And Senior Secondary Students’ Cognitive Achievement And Attitude In Geometry

Daso Peter Ojimba, Zalmon Ibaan Gogo and Opurum Darlington Chetachi
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Daso Peter Ojimba: Department of Mathematics/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
Zalmon Ibaan Gogo: Department of Mathematics/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
Opurum Darlington Chetachi: Topline Schools, Elelewon, Port Harcourt, Nigeria

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 12, 95-99

Abstract: The study investigated the effect of tutorial-based learning strategy on senior secondary students’ cognitive achievement and attitude in geometry in Obio/Akpor local government area of Rivers State, Nigeria. The study adopted the quasi-experimental research design with a population of 6,589 senior secondary class one students and a sample of 40 students. Purposive sampling technique was used to compose the sample in an intact class. Two instruments were used in the study for data collection which includes Geometry Test Item (GMI) and Geometry Attitude Inventory (GAI). The reliability coefficients of 0.91 and 0.82 were obtained for GMI and GAI respectively using Cronbach alpha. Four research questions were answered with descriptive statistics while four hypotheses were tested at 0.05 level of significance using analysis of covariance and Mann-Whitney test. Findings of the study revealed that there was no significant difference in the cognitive achievement and attitude of students in geometry between those taught with tutorial-based learning strategy and direct instruction. The study recommended among others that Mathematics teachers should blend their face-to-face classroom instruction with CD ROM-based and web-based tutorial learning strategies to improve students’ cognitive achievement and attitude in Mathematics.

Date: 2020
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