Strategy That Suits Students' Retention in Mathematics Curriculum Concepts: Assessment-Supported or Lecture Method.
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| Title: | Strategy That Suits Students' Retention in Mathematics Curriculum Concepts: Assessment-Supported or Lecture Method. |
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| Authors: | Oyovwi, Edarho Oghenevwede1 oyovwieo@delsu.edu.ng, Ijeh, Sunday Bomboi2,3 Sunday.ijeh@unidel.edu.ng, Obro, Sunday4 sobro@delsu.edu.ng |
| Source: | International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p443-456. 14p. |
| Subject Terms: | *Teaching methods, *Lecture method in teaching, *Memory, *Educational evaluation, *Experimental design, *Mathematical ability testing, *Gender differences in education, *Mathematics education |
| Abstract: | This study explored the strategy that best suits students' retention of mathematics curriculum concepts: assessment-supported instructional model (ASIM) or the lecture method. The method adopted for this research is the quasi-experimental non-randomized planned variation pretest, posttest, and control group design. In this method, three research questions and three hypotheses were formulated and tested. The sample consisted of 200 Senior Secondary II mathematics scholars selected public schools were used. A simple random sampling technique was employed to determine the sample. The researcher developed the Mathematics Achievement Test on Indices and Logarithms (MATIL) which was used as the research instrument. The scores obtained were collated and analysed applying mean, standard deviation, t-test, and ANCOVA to answer the research questions and hypotheses. The findings of the research showed that there was a considerable variation in the average retention ratings between mathematics learners tutored using ASIM and those tutored with the lecture methods. While the mean score of students taught using ASIM was 56.28, the mean score of students taught using the lecture method was 47.55. There was also a considerable variation in the average retention ratings between male and female mathematics students tutored using ASIM. The mean retention gain for male students was 5.03 and that of the females was 6.42. There was no considerable interaction effect between instruction-(ASIM and Lecture) and sex on students' retention in mathematics. It was recommended, amongst others, that teachers should expose the learners to ASIM to promote effective and active learning among them. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192718089 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Strategy That Suits Students' Retention in Mathematics Curriculum Concepts: Assessment-Supported or Lecture Method. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Oyovwi%2C+Edarho+Oghenevwede%22">Oyovwi, Edarho Oghenevwede</searchLink><relatesTo>1</relatesTo><i> oyovwieo@delsu.edu.ng</i><br /><searchLink fieldCode="AR" term="%22Ijeh%2C+Sunday+Bomboi%22">Ijeh, Sunday Bomboi</searchLink><relatesTo>2,3</relatesTo><i> Sunday.ijeh@unidel.edu.ng</i><br /><searchLink fieldCode="AR" term="%22Obro%2C+Sunday%22">Obro, Sunday</searchLink><relatesTo>4</relatesTo><i> sobro@delsu.edu.ng</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p443-456. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Lecture+method+in+teaching%22">Lecture method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explored the strategy that best suits students' retention of mathematics curriculum concepts: assessment-supported instructional model (ASIM) or the lecture method. The method adopted for this research is the quasi-experimental non-randomized planned variation pretest, posttest, and control group design. In this method, three research questions and three hypotheses were formulated and tested. The sample consisted of 200 Senior Secondary II mathematics scholars selected public schools were used. A simple random sampling technique was employed to determine the sample. The researcher developed the Mathematics Achievement Test on Indices and Logarithms (MATIL) which was used as the research instrument. The scores obtained were collated and analysed applying mean, standard deviation, t-test, and ANCOVA to answer the research questions and hypotheses. The findings of the research showed that there was a considerable variation in the average retention ratings between mathematics learners tutored using ASIM and those tutored with the lecture methods. While the mean score of students taught using ASIM was 56.28, the mean score of students taught using the lecture method was 47.55. There was also a considerable variation in the average retention ratings between male and female mathematics students tutored using ASIM. The mean retention gain for male students was 5.03 and that of the females was 6.42. There was no considerable interaction effect between instruction-(ASIM and Lecture) and sex on students' retention in mathematics. It was recommended, amongst others, that teachers should expose the learners to ASIM to promote effective and active learning among them. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19224a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 443 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Lecture method in teaching Type: general – SubjectFull: Memory Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Experimental design Type: general – SubjectFull: Mathematical ability testing Type: general – SubjectFull: Gender differences in education Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: Strategy That Suits Students' Retention in Mathematics Curriculum Concepts: Assessment-Supported or Lecture Method. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Oyovwi, Edarho Oghenevwede – PersonEntity: Name: NameFull: Ijeh, Sunday Bomboi – PersonEntity: Name: NameFull: Obro, Sunday IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
