Tutorial-Based Learning Strategy And Senior Secondary Students’ Cognitive Achievement And Attitude In Geometry

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue XII, December 2020 | ISSN 2321–2705

Tutorial-Based Learning Strategy And Senior Secondary Students’ Cognitive Achievement And Attitude In Geometry

Daso Peter Ojimba¹, Zalmon Ibaan Gogo², Opurum Darlington Chetachi^3
1&2Department of Mathematics/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
³Topline Schools, Elelewon, Port Harcourt, Nigeria

Abstract
The study investigated the effect of tutorial-based learning strategy on senior secondary students’ cognitive achievement and attitude in geometry in Obio/Akpor local government area of Rivers State, Nigeria. The study adopted the quasi-experimental research design with a population of 6,589 senior secondary class one students and a sample of 40 students. Purposive sampling technique was used to compose the sample in an intact class. Two instruments were used in the study for data collection which includes Geometry Test Item (GMI) and Geometry Attitude Inventory (GAI). The reliability coefficients of 0.91 and 0.82 were obtained for GMI and GAI respectively using Cronbach alpha. Four research questions were answered with descriptive statistics while four hypotheses were tested at 0.05 level of significance using analysis of covariance and Mann-Whitney test. Findings of the study revealed that there was no significant difference in the cognitive achievement and attitude of students in geometry between those taught with tutorial-based learning strategy and direct instruction. The study recommended among others that Mathematics teachers should blend their face-to-face classroom instruction with CD ROM-based and web-based tutorial learning strategies to improve students’ cognitive achievement and attitude in Mathematics.

Keywords: Tutorial, learning strategy, cognitive, achievement, attitude, geometry

Introduction

Mathematics is indispensable for national development because of itsutilitarian values. It has been recognised as a pivot upon which social, economic, technological development, everyday practices of man and the breakthrough in the millennium development goals hinges (Unodiaku, 2014). The role of Mathematics in national development cannot be over-emphasized.National development relies heavily on Mathematics which is the foundation of technological advancements (Odili, 2006). These advancements in technology are incorporated into the educational system as instructional strategies to enhance teaching and learning. Technological-based learning refers to instructional strategies which leverage the use of information and communication technologies to enhance the teaching and learning process. George and Zalmon (2019) defined technology-based learning as technology-driven instructional strategies with such examples as ICT-based learning, computer-assisted learning and e-learning. Koller, Harvey and Magnotta (2001) as cited in Edison (2019) stated that technology-based learning has provided traditional students with opportunities to access the best programs offered by a variety of educational institutions and offer working adults greater access to education and professional development regardless of distance. Edison (2019) reported that the use of technology-based learning in post-secondary institutions is continuously growing with its application ranging from offering selected courses online as part of traditional on-campus programs to offering entire certificate, undergraduate, and

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