METHOD COMBINATION THERAPY AS INSTRUCTIONAL STRATEGY FOR TEACHING SECONDARY SCHOOL GEOMETRY AND EFFECTS ON STUDENTS’ ACHIEVEMENT AND RETENTION IN MATHEMATICS

Abstract

This study investigated the effects of teachers’ use of a Method Combination Therapy whose components include multiple activities and use of games as instructional strategy on secondary school students’ achievement and retention of concept in geometry. Four research questions and research hypotheses guided the study. The design was quasi-experimental with a population size of 2554 Senior Secondary One (SSS1) students. The s ample size was 75 comprising 42 males and 33 females in intact classes. Four research questions and four research hypotheses guided the study. A researcher made Mathematics Performance Test (MPT) with reliability coefficient r =.87 was used for data collection using Kuder-Richardson 21 formula. Data was analyzed using Analysis of Covariance (ANOVA) and the hypotheses tested at p ≤ .05. Findings revealed that: the Method Combination Therapy (MCT) adopted in the experiment significantly enhanced students’ achievement and retention of acquired knowledge over time. Consequently, it was recommended among others that teachers in schools should adopt the MCT for the teaching of geometry in schools.