EFFECT OF GEOMTRIC CONSTRUCTIONS TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT AND INTERESTS IN LEARNING GEOMETRY IN PUBLIC SECONDARY SCHOOLS IN JALINGO LOCAL GOVERNMENT AREA, TARABA STATE, NIGERIA

Abstract

This study assessed the effectiveness of mathematics Geometric construction on 
cognitive learning outcomes of public secondary school students in geometry concepts. 
The study adopted quasi experimental research design using mathematics Geometric 
construction and the conventional strategy. The population of the study consists of all 
the ss 2 students in all the public schools in Jalingo local government area of Taraba 
state. A random sampling technique was used to select 100 students drawn from five 
(5) selected public secondary schools in Jalingo local Government Area of Taraba 
State.  Three (3) schools were selected from the urban areas, while two schools were 
selected from the rural areas, with 20 students from each selected school.  Conventional 
teaching method and a validated item of Geometric construction Achievement Test 
(GAT) instrument for students with reliability of 0.93 was used to collect data from the 
subjects. Three research questions and two null hypotheses were postulated and tested 
at 0.05 significant level using. Descriptive statistics of mean and standard deviation 
and Inferential statistics of t-test were used in analyzing the data. The experimental 
group that utilized mathematics Geometric constructions performed better than the 
control group. School types and gender was found to have no significant effect on the 
mean achievement scores of the students. The mean achievement scores of both male 
and female students were better improved on the use of mathematics Geometric 
constructions establishing that the use of Geometric constructions was independent of 
gender. The researchers recommended that mathematics Geometric constructions 
instructional strategy should be given more emphasis when teaching geometry 
concepts.