Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

Abstract

This study investigated the applicability of a class of instructional models based on constructivism in improving the achievement of senior secondary students in solid geometry using the quasi-experimental design. Two constructivist-based instructional models used were Teaching for Understanding (TfU) and Metacognitive Instructional (MCI) models. The exploration area was the Emohua Local Government Area (LGA) of Rivers State, Nigeria. An aggregate of 86 Senior Secondary Class I (SSC1) students took an interest in the investigation. To evaluate the achievement of the students in solid geometry, the researchers structured, approved and utilised an achievement test in solid geometry which contained 50 multiple-choice questions.  The reliability of the test was determined using KR-21 to get an index of 0.84. This research work was guided by two research questions and two null hypotheses separately. The mean, standard deviation, box-plots and Analysis of Covariance (ANCOVA) were used for data analysis. The findings showed that the class of instructional models based on constructivism significantly enhanced the learning of solid geometry amongst the SSC1 students. The MCI model was less effective than the TfU model in improving the learning of the students. Sex had no significant influence on the solid geometry achievement of SSC1 students irrespective of the instructional model used. The exploration suggested among others that solid geometry ought to be instructed by the educators of arithmetic using the instructional models based on constructivism.