Effect of 7e’s instructional strategy on the academic achievement in Mathematics among senior Secondary School students in Ijebu Ode, Ogun State, Nigeria

• Autores: Akorede A. Asanre
• Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 3, 2024, págs. 56-66
• Idioma: inglés
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• Resumen

  • The deployment of appropriate teaching methods tailored to specific learning objectives is essential for effective knowledge transmission in our secondary schools and in response to these challenges, educators are increasingly turning to innovative instructional strategies designed to promote active learning and deeper comprehension. Therefore, this research examinesthe impact of 7 Es instructional strategy on the achievement of the senior secondary school students in mathematics.The study was guided bypretest, posttest, and control group quasiexperimental approaches. Eighty respondents were from two senior secondary education (SS1) in Ogun State's Ijebu Ode Local Government Area, Nigeria. Constituted part of the study sample.Three hypotheseswere formulatedand evaluated at the significance threshold of 0.05. A mathematics achievement test (MAT) and a teaching guide on the strategies were developed to guide the research. The MAT was validatedand areliability index of 0.82 was derived using the split half method. The results revealed that mathematics achievement among senior secondary school students wassignificantly impacted by 7Es instructional strategy, Moreover,there was no discernible effect of gender on studentchildren's mathematical ability,and the students' achievement in mathematics was not significantly impacted by the interplay between gender and approach. The study found that the application ofthe 7Es instructional strategy significantlyimpactedthe achievementin mathematics of Ogun state, Nigeria's senior secondary school students in Ijebu Ode. Therefore, it is suggested that this strategy should be integrated into the process of instruction and learning insecondary schools.