Effect of Active Learning Technique on Self-Concept and Academic Achievement Among Juniour Secondary School Students in Geometry in Bosso, Niger State, Nigeria

Abstract

This study investigated the effect of active learning technique on self-concept and academic achievement in geometry among junior secondary school students in Bosso local government, Niger State, Nigeria. The study adopted a pre-test, post-test quasi-experimental design. The study used 135 students in junior secondary school III (JSS III). The experimental group consisted of 67 while control group consisted of 68 students. The researcher adopted and validated two instruments. These include: students self-concept toward geometry (SSTG), likert-type scales with reliability coefficient of 0.5, geometry Achievement test (GAT), and five items theory question with reliability coefficient of 0.5. The experimental period lasted for four weeks during which the control group was taught using discussion method while the experimental group was taught using active learning technique. Four research questions were answered and their corresponding four research hypotheses were tested. The research questions were answered using mean and standard deviation. Hypothesis testing was done using inferential statistic of t-test for equality of means of independent sample, Mann-Whitney U test at p≤0.05, level of significance. There was a significance difference between the post-test mean scores of experimental and control group in favour of the experimental group. There was no significance difference in self-concepts of the subjects in the experimental group. It is recommended that active learning technique should be used in teaching mathematics.