You are here:

Effects of Video-Based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools Students in Geometry
ARTICLE

, , ,

Malaysian Online Journal of Educational Sciences Volume 4, Number 4,

Abstract

This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools' students in geometry in Nigeria. It also examined the influence of gender on students' achievement. Pretest, posttest, experimental control group design was adopted for this study. Purposive sampling technique was used to select four secondary schools based on some criteria. 120 second year mathematics students were randomized from four co-educational schools in Minna, Nigeria. The students were assigned into cooperative, competitive, individualized, and conventional groups. Video-based instructional package on Geometry concept in Mathematics was used as treatment instrument, while Geometry Achievement Test (GAT) was employed as test instrument. Analysis of Variance, Scheffe post hoc test, and t-test statistics were used for data analysis. Findings revealed that there was significant difference in the performance of the groups in favour of cooperative group. In addition, students' gender had no influence on students' performance in cooperative and individualized groups. However, male performed better than female in competitive instructional strategy. Based on the findings, it was recommended that mathematics teachers should employ video-based cooperative instructional strategy for improving students' performance in the subject.

Citation

Gambari, A.I., Shittu, A.T., Daramola, F.O. & James, M. (2016). Effects of Video-Based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools Students in Geometry. Malaysian Online Journal of Educational Sciences, 4(4), 31-47. Retrieved October 22, 2021 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords