GENDER EFFECTS OF GAGNE’S INSTRUCTIONAL STRATEGY ON PERFORMANCE IN ALGEBRA AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE NIGERIA

Dr. Idris Ibrahim Omeiza, Effiom William Anietimfon, Dr. Y. F. Zakariya, Dr. I. I. Falalu

Abstract


This study investigated Gender effects of Gagne’s Instructional Strategy on performance in Algebra among senior secondary schools students in Katsina State, Nigeria. The research adopted pretest, post-test quasi experimental research design. The population consists of 69,932 SS II students from twelve (12) education zones. 382 students were sampled from four (4) zones out of the 12 education zones in Katsina State using multi-stage cluster sampling technique. Algebraic Performance Test (APT) was used as instrument for data collection with a reliability coefficient of 0.69 obtained using Pearson Product Moment Correlation Coefficient (PPMC). Two research questions were answered and two null hypotheses tested at 0.05 level of significance. The research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test. The findings revealed that a significant mean scores performance difference was found between students taught Algebra using GIS (M=34.07, SD=8.78) and those taught using conventional method (M=30.42, SD=11.47) t(380)=3.46. The results also found significant mean performance difference between male and female students taught Algebraic concepts using GIS. The study recommended that GIS should be encouraged by the ministry of education to be adopted by secondary school mathematics teachers.


Keywords


Gender Effects, Gagne’s Instructional Strategy, Performance, Algebra, Senior Secondary School students.

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