Assessment of Video– Advanced - Organizers on Academic Performance and Retention in Algebra Among Senior Secondary School Students in Safana Zonal Education Quality Assurance, Katsina State

Abstract

This study was carried out on effect of Video-Advanced-Organizer on Performance and Retention in Algebra among Senior Secondary School Students in Safana Educational Zone of Katsina State Nigeria. The research adopted quasi-experimental pre-test, posttest, post posttest and non-equivalence control group design. Data were collected from a sample of 272 students comprising 143 males and 129 females from two randomly selected public senior secondary schools in Safana zonal education quality assurance of Katsina state. The schools were grouped into experimental and control group. Algebra Performance Tests (APT) was used to gather data. The APT was a researcher made instrument consisting of thirty multiple choices (30) items based on SSII Algebra mathematics topics. The APT was administered thrice, before experiment (Pre), after experiment (Post) and two weeks after post APT (Retention test). The reliability coefficient of APT was found to be 0.704 using SPSS and Cronbach alpha. Descriptive statistics (mean and standard deviation) were used to address the research questions and inferential statistic (independent samples t-test) was used to test the hypotheses at α = 0.05. The findings of this study are: there was a significant difference between the mean academic performance scores of students’ taught mathematics with constructivism based blended learning approach and those in the control group. There is no significant difference between the mean achievement score of male and female students’ taught mathematics with constructivism based blended learning approach. It was recommended that Mathematics teachers should be encouraged to use constructivism based blended learning approach to teach mathematics at senior secondary level.