Influence of target-task approach of teaching on students achievement and retention in mensuration
Date
2019-08
Authors
Ochihu, Amos
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
The purpose of the study is to compare the effectiveness of the use of target-task approach
with conventional approach of teaching mensuration at senior secondary school level and
determine which approach is more effective in teaching mensuration aspect of
mathematics. It is also aimed at investigating whether any of the sexes improve more than
other from the use of target-task approach. The study employed quasi-experimental design
of non-randomized pre-test and post-test control group type. A sample of 248 SSI students
was drawn from the population of 3842 SSI students in Oju local government area. Four
research questions and four hypotheses guided the study. In each school, intact classes were
used. Two set of lesson plans were developed for experimental and control groups
respectively. Data were collected using mensuration achievement test (MAT). Research
questions were answered using means and standard deviations while the hypotheses were
tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The finding
among others shows that target-task approach was more effective in improving students’
achievement and retention than the conventional approach. It was also found that the use
of target-task approach did not significantly differentiate between male and female
students’ achievement and retention scores in mensuration. Based on the findings of this
study, it was recommended that mathematics teachers should be encouraged to use targettask
approach in their mathematics classroom among others.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Target-task approach, Mensuration, Achievement