Impact of 5Es Instructional Model and Reflective Discussion Instructional Strategy on Attitude of Secondary School Students toward Algebra in Niger State

Abstract

This study examines the impact of the 5Es instructional model and reflective discussion instructional strategy on the secondary students’ attitude towards algebra in Niger State. Three research questions were raised and three corresponding null hypotheses were tested at a 0.05 significant level. The study adopted a quasi-experimental design. A sample of 349 students from nine intact classes served as subjects in this study. Multi-stage sampling method was employed to select nine secondary schools for the research. The instrument for data collection was an attitude towards Algebra (ATAI), a thirty-item inventory test with a reliability coefficient (r) of 0.853. the results were analyzed using the ANOVA test, hypothesis one was rejected indicating that there was a significant difference in attitude towards students taught using the 5Es instructional model (Exp.1), reflective discussion instructional strategy (Exp.2) and those taught using the lecture method (contr). Scheffe post hoc test was performed and mean gain was calculated, all in favour of the two experimental groups. Hypothesis two and three were retained indicating that the treatment for Exp.1 and Exp.2 favoured students of different ability levels. It was recommended among others that teachers should employ 5Es instructional model and reflective discussion instructional strategy in teaching algebra to improve students' attitude towards algebra.