Influence of target-task approach of teaching on students achievement and retention in mensuration

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dc.contributor.authorOchihu, Amos
dc.date.accessioned2021-05-18T10:14:23Z
dc.date.available2021-05-18T10:14:23Z
dc.date.issued2019-08
dc.descriptionPaper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenyaen_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipCollege of Education, Oju, Benue State, Nigeria.en_US
dc.identifier.urihttp://hdl.handle.net/11071/11934
dc.language.isoen_USen_US
dc.publisherStrathmore Universityen_US
dc.subjectTarget-task approachen_US
dc.subjectMensurationen_US
dc.subjectAchievementen_US
dc.titleInfluence of target-task approach of teaching on students achievement and retention in mensurationen_US
dc.typeArticleen_US
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Abstract - SIMC Conference paper, 2019
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