Abstract:
This study was designed to explore effects of two constructivist instructional models on JS 11 students' achievement and retention in numeration. Four research questions were
asked and six hypothesis were formulated to guide the study. The study adopted a quasi -
experimental of non -- equivalent control group design and was restricted
to Umuuahia Education zone of Abia State. Three co- educational Secondary Schools were drawn for the study using random sampling technique. Out of the three schools selected, one was randomly assigned to Invitation, Exploration. Proposing explanation, taking action (1EPT)) treatment group, one to The learning Cycle (TLC) treatment group and the third one to the Control Group (CG). A sample of 290 JS two students was involved (130 female and 160 male students). Three Equivalent testing instruments were used. These instruments were Pre-Mathematics Achievement Test (PREMAT), Post-Mathematics Achievement Test (POSTMAT) and Delayed Post Test Mathematics Retention Test (MRT). The three instruments had kendall's W coefficient of concordance of ,707, .895 and ,693 respectively. All the instruments were subjected to experts' validation. Data collected were analyzed based on the research questions and hypothesis. Mean and standard deviation were used to answer all this research questions, while ANCOVA was employed to test the hypotheses at .05 level of probability. The study among other things revealed that students who were taught with IEPT and TLC achieved and retained higher than mathematics contents taught than those taught with CTM. Further more. the main gender on achievement was significant in favour of girls. Again the male and female students improvement in their level mathematics achievement and retention. The findings have serious implications for the mathematics teachers, authors of mathematics textbooks and other stakeholders in mathematics education. Recommendations were therefore made based on the highlighted educational implications of the findings of this study.
