EFFECTS OF 5ES INSTRUCTIONAL MODEL AND REFLECTIVE DISCUSSION INSTRUCTIONAL STRATEGY ON ALGEBRA ACHIEVEMENT OF SECONDARY SCHOOL STUDENT IN NIGER STATE.

Abstract

This study determined the effects of 5Es instructional model and reflective discussion instructional strategy on algebra achievement of secondary school students in Niger State. Three research questions were raised and three corresponding null hypothesis were tested at 0.05 significant level. The study adopted a quasi-experimental design. A sample of three hundred and fourty nine (349) students from nine intact classes served as subjects in this study. Multi-staged sampling method was employed to select nine secondary schools for the research. The instrument for data collection was Algebra Achievement Test (AAT), a fourty item multiple-choice objective type questions with reliability coefficient (r) of 0.937. the results were analyzed using ANOVA test, hypothesis one was rejected indicating that there was significant difference in the achievement of students taught using 5Es instructional model (Exp.1), reflective discussion instructional strategy (Exp.2) and those taught using lecture method (contr). Scheffe post hoc test was preformed and mean gain was calculated, all in favour of the two experimental groups. Hypothesis two and three were retained indication that the treatment for Exp.1 and Exp.2 favoured student of different ability levels. It was recommended among others that teachers should employed 5Es instructional model and reflective discussion instructional strategy in teaching algebra to improve students performance in algebra.