Abstract:
This study investigated the effectiveness of two instructional models – the Concept Attainment Model (CAM) and Advance Organiser Model (AOM) on the achievement and retention of Pre-NCE students in geometry. Four research questions and six hypotheses guided the study. The design of the study was pre-test pos-test equivalent control group design or quasi experimental design. The study was carried out in Kogi and Benue States in the present North Central Zone of Nigeria. The population of the study was 1100 Pre-NCE students in both the State and Federal-owned colleges of education in the two states. Three out of the four public colleges of education in the two states were randomly selected for the study. The total number of students in their intact classes who offered Pre-NCE geometry in these colleges was 830. This formed the sample for the study. 402 (48.4%) of the students were male and 428 (51.6%) were female. The instrument used for data collection was Pre-NCE Geometry Achievement Test (PNGAT). PNGAT had two versions Pre-PNGAT and Post- PNGAT which were the same except for the swapping of some of the questions. PNGAT was subjected to both face and content validation and item analysis. Using Kuder Richardson (K-R) 20, the internal consistency was found to be 0.74. Using Pearson r, the test retest stability measure was found to be 0.96. Pre- PNGAT was administered on the groups before treatment started while Post- PNGAT was administered at the end of the 5 week treatment period. After 2 weeks of administration of Post-PNGAT, it was again administered on the groups as a retention test. Scores from Pre-PNGAT, Post- PNGAT and the retention test were analysed using means and analysis of covariance (ANCOVA). Some of the major findings from the analysis were (i) AOM and CAM were more effective than the conventional method for achievement (ii) CAM was more effective than AOM for achievement; (iii) CAM and AOM were more effective than conventional method for retention (iv) CAM was more effective than AOM for retention. Based on the findings, the implications were highlighted and recommendations were made towards better achievement and retention of Pre-NCE students in geometry.
