Effects of Advance Organiser and Concept Attainment Models on the Achievement of Pre-Nce Students in Geometry in North – Central Nigeria

Abstract

The study investigated the effectiveness of two instructional models – the Concept Attainment Model (CAM) and Advance Organiser Model (AOM) on the achievement of Pre-NCE students in geometry. Two research questions and three hypotheses guided the study. The design of the study was Pre-test Post-test equivalent control group design or quasi-experimental design. The study was carried out in Kogi and Benue States in the present North Central Nigeria. The population of the study was 1100 pre-NCE students in public colleges of education in the two states. Three out of the four public colleges of Education in the two states were randomly selected for the study. The total number of students in their intact classes who offered Pre-NCE geometry in these colleges was 830. This formed the sample for the study. 402 (48.4%) of the students were male and 428 (51.6%) were female. The instrument used for data collection was Pre-NCE Geometry Achievement Test (PNGAT). PNGAT had two versions – Pre-PNGAT and Post-PNGAT which were the same except for the swapping of some of the items. PNGAT was subjected to both face and content validation and item analysis. Using Kuder-Richardson (K-R) 20 formula, the internal consistency was found to be 0.74. Pre-PNGAT was administered on the groups before treatment started while Post-PNGAT was administered at the end of the 5-week treatment period. Scores from the Pre-PNGAT and Post-PNGAT were analysed using means and analysis of covariance (ANCOVA). Some of the major findings were (i) AOM and CAM were more effective than the conventional method (ii) CAM was more effective than AOM. Based on the findings, the implications were highlighted and recommendations were made towards better achievement of pre-NCE students in geometry.

Keywords: Avance organiser, concept attainment, achievement, Pre-NCE geometry