EFFECT OF 5 E-LEARNING CYCLE MODEL ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND RETENTION IN GEOMETRY
The study was designed to determine the effect of 5E-Learning cycle model on SS1 students’ achievement and retention in geometry in Onitsha Education Zone of Anambra State. Six research questions were raised and six null hypotheses were tested. The study adopted a quasi-experimental, non-equivalent, control group design. Two co-educational secondary schools were drawn for the study using purposive sampling technique. Out of the two sampled schools, one was through balloting assigned to experimental group while the other one to control group. The sample for the study consisted of 180 SS1 students (87 males and 93 females). The 5E-Learning cycle model was used as treatment for experimental group while the control group was exposed to lecture/conventional teaching method. The instrument for data collection was Geometry Achievement Test (GAT) which was a 50 item multiple choice objective type achievement test covering two topics in geometry. A reliability coefficient of 0.84 was obtained using Pearson’s Product Moment Correlation Coefficient (r). The internal consistency of the test items also yielded 0.84 using Kuder-Richardson Formula 20. Data collected were analyzed using mean and standard deviation to answer the research questions. The hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The result of the study revealed that 5E-Learning cycle model had significant effect on students’ achievement and retention in geometry. Gender was a significant factor in determining students’ retention in geometry, though not a significant factor in students’ achievement in geometry. The study also revealed that the interaction effect of method and gender on students’ achievement and retention of concepts taught during the study was not significant. The findings enabled the researcher to conclude that 5E-learning cycle model is effective in improving students’ achievement and retention in geometry. Thus, it was recommended among others that 5E –learning cycle model be adopted for the effective teaching of mathematics in secondary schools and that state government or their ministries of education and professional associations should organize workshops, seminars and conferences to train the serving teachers on the steps involved in the application of 5E-Learning cycle model, incorporating it too in the training of pre-service teachers so as to popularize its use.
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