INTEGRATING THE KNOW-WANT-LEARN (KWL) STRATEGY INTO GEOMETRY TEACHING: A PATHWAY TO IMPROVED PERFORMANCE AND RETENTION AMONG UPPER-BASIC STUDENTS

Abstract

the persistent underperformance of students in geometry has generated concern among educators and policymakers in Nigeria and beyond. Despite numerous curriculum reforms, teaching methods often remain teacher-centred and procedural rather than conceptual. This opinion paper argues for the systematic integration of the Know–Want–Learn (KWL) strategy into geometry instruction as a means of enhancing students’ engagement, conceptual understanding and retention. It highlights the strategy’s potential to promote active learning, reflective thinking and metacognitive development among upper-basic students. The paper also presents a contextualised framework for implementing the KWL strategy in Nigerian classrooms and discusses its implications for curriculum design, teacher professional development and educational research. By positioning learners as active constructors of knowledge, the paper advocates for a shift from rote memorisation to meaningful, self-directed learning that fosters long-term achievement and retention in geometry.