Effect of Origami on Students’ Retention in Geometry

Abstract

This study was designed to determine the effects of Origami instructional approach on JS I students' retention in geometry. Two research questions and three hypotheses were formulated to guide the study. The study adopted a quasi-experimental non-equivalent pretest posttest control group design and was restricted to Nsukka local Government Area of Enugu State. Two Coeducational Secondary Schools were drawn for the study, using simple random sampling technique. Out of the two drawn schools, one was randomly assigned to Origami Group (OG) while the other one to the Control Group (CG). A sample of 101 JS one students was involved (65 female and 36 male). The instrument for data collection was geometry retention test (GRT). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result of the study revealed that use of Origami in teaching geometry to junior secondary school students enhanced their retention in geometry. The study also revealed that the use of Origami had no statistically differential effect on male and female students' retention. The study also revealed that there was a significant interaction effect between gender and instructional material, on retention of the concepts taught during the study. Based on the findings, the researchers recommended that use of Origami should be adopted in the teaching of geometry (mathematics) in primary, secondary, and tertiary levels of education system. It was also recommended that seminars, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of Origami for mathematics teachers, students and others. This will enable the mathematics educators, serving teachers, students and all to benefit from such an approach.