The impact of concept-based instruction on senior high school students’ achievement in circle theorems

Abstract

The influence of two teaching methods namely, concept-based instruction and traditional method on senior high students’ achievement in circle geometry was investigated using the non-equivalent quasi experimental design. Purposive sampling technique was used to select two schools which were designated as experimental and control groups. Pre and post-tests were conducted to assess participants’ achievement before and after the intervention. Paired sample t-test and an independent sample t-test technique were used to analyse the data. The findings of the study revealed a significant difference in the mathematics achievement of students in the experimental group taught using concept-based instruction compared to those taught with the traditional method (control). The implications of the findings are discussed.