Effects of Concrete Manipulative and Lecture Approaches on Mathematics Students’ Academic Achievement in Delta North Senatorial District

Abstract

The study examined how using concrete manipulative and lecture approaches impacted students' achievement in mathematics in Delta North Senatorial District. The study employed a 2x2 factorial pretest, posttest planned variation quasi-experimental design. 5,813 SSII students made up the study’s population. The study utilised a sample of 357 students from intact classes in six secondary schools located in the Delta North Senatorial District. Mathematics Achievement Test (MAT) was used for data gathering. The MAT's content validity was assessed using a table of specification. Three specialists did the assessment of facial validity. The construct validity was confirmed through the evaluation of difficulty and discriminating indicators. The reliability of the MAT was evaluated using the Kuder-Richardson 21, which produced a reliability coefficient of 0.86. The administration of the MAT involved two independent phases: pretest and posttest. The collected scores were using t-tests and ANCOVA. The study found a substantial difference in the average achievement scores of students who learned mathematics through concrete manipulatives

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