Comparative Effects of Lecture Method Blended with Geometric Models and Lecture Method on Students’ Achievement and Retention in Mathematics in Delta State

Abstract

The study investigated the effects of combining the lecture method with geometric models, compared to using only the lecture method, on the achievement and retention of Mathematics knowledge among students in Delta State. A quasi-experimental design was utilised. Students in intact classes were divided into experimental and control groups. The experimental group of students received instruction in mathematics using a combination of the lecture method and the use of geometric models, whereas the control group of students were taught solely through the lecture method without the inclusion of geometric models. This instruction was carried out over a duration of six weeks. The study’s population comprised a total of 20,819 students from SSII public schools in Delta State for the 2023/2024 session. The sample size consisted of 222 SSII students. The four schools used for the study were picked using the stratified random sampling technique. The data collection process utilised an achievement test, which has a reliability value of 0.88. The data were examined using t-test and ANCOVA. The findings indicate a significant difference in the mean achievement and retention scores of students who were instructed in Mathematics using a combination of the lecture method and geometric models, compared to those who were taught only using the lecture method. The results favour the use of the lecture method combined with geometric models. It was concluded that incorporating geometric models in mathematics instruction has a positive impact on students' learning outcomes. Thus, it was recommended among others that educators and curriculum designers should consider incorporating geometric models as a regular part of mathematics instruction to enhance students' learning experience.

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