Effect of cognitive conflict Instructional Strategy on Geometry Achievement and Retention among Secondary School Students in Minna, Niger state

Abstract

The study determined the Effect of Cognitive Conflict Instructional Strategies on Student’s Achievement and Retention in Geometry among Secondary School Students in Minna, Niger State. The study employed quasi-experimental research design (pretest and posttest experimental and Control groups) Two (2) research questions were raised and two (2) research hypotheses were formulated and tested at 0.05 significant level. The population of the study comprised 8,251 mathematics students (2020/2021) academic session in senior secondary schools in Minna, Niger State.The researcher used an intact class of 71 students (46 male and 25 female). The students were taught using cognitive conflict instructional strategy. Geometry Achievement Test (GAT) was used as research instrument for collecting data for the study. The instrument was validated by three experts and the reliability of the instrument was determined through test and retest method, the data collected were analyzed using Pearson’s Product Moment Correlation Coefficient and reliability coefficient of 0.72 was obtained. After teaching, an achievement test (posttest) was administered on the students and retention test was given after the period of two weeks. The data collected were analyzed using descriptive statistics of mean and standard deviation and independent sampled t-test. The findings revealed no Gender influence on the achievement and retention of students taught Geometry concept using cognitive conflict instructional strategy. The study recommends that: Geometry is about identification, description of shapes and there properties, so teachers’ should teach most of the concepts through cognitive conflict instructional strategy to improve students’ achievement and retention in geometry.