Effect of Activity-Based Learning Strategy on Understanding of Geometry Concepts among Senior Secondary School Student in Billiri, Gombe State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026668Abstract
This study investigated the effect of Activity-based learning strategy and its effect on senior secondary two student’s understanding in geometry, Billiri, Gombe State, Nigeria. The study was guided by two research questions and two hypotheses. The quasi-experimental research design involving a pre-test and post-test was used. A population comprising of 2,881 senior secondary two (SS2) students at public secondary schools in Billiri Metropolis. Six co-education schools were selected using the simple random sampling from which 274 students (Experimental = 127 and Control = 147) from intact classes were selected to participate in the study. One validated instrument with a reliability coefficient of 0.86 tagged: Geometry Understanding Test (GUT) was used for collecting data. The experimental group were taught geometry concept using the problem-solving strategy while the Control group were taught using the conventional method. The research questions were answered using descriptive statistics (mean and standard deviation) while the research hypotheses were tested using the analysis of covariance (ANCOVA) statistics at p ≤ 0.05 level of significance. The result of the study revealed a significant difference in understanding in favour of students exposed to Activity-based learning. With regards to gender and understanding, there is significance difference in favour of the male gender. The study concludes that the activity-based learning is effective in the teaching and learning of geometry. In addition, activity-based learning was observed to be gender friendly. Based on these finding, it was recommended that teachers should employ the activity-based learning in the teaching of geometry at the senior secondary school level to enhance students’ understanding in geometry. Also, workshops and seminars for mathematics and science-based teachers should be organized by the Gombe State Ministry of Education in Billiri, Gombe State on the use of the activity-based learning in classrooms.
References
Adams, M. & Enu, J. (2023) Impact of activity-based instruction on grade 11 learners’ achievement in plane geometry. African Journal of Educational Studies in Mathematics and Sciences. (19)1, 19- 28 DOI: https://doi.org/10.4314/ajesms.v19i1.2
Ajai, T.J. & Ogungbile, T. (2021). Imprroving Students’ Achievement in Goemetry Laboratory-Based Instruction metohs in Jalingo Metropolis, Taraba State, Nigeria. Edukasiana; Jurnal Inosi Pendidiikan.
Arici, S.& Aslan-Tutak, F. (2013). The effect of origami-based instruction on spatial visualization, geometry achievement and geometric reasoning. International Journal of Science and Mathematics Education, 13, 179 – 200 DOI: https://doi.org/10.1007/s10763-013-9487-8
Andriani, D (2020). Understanding the concept of geometry through the connected mathematics project learning by using online media and local culture. International Conference on Educational Science and Teacher Profession (ICETeP) 124-128 DOI: https://doi.org/10.2991/assehr.k.210227.021
Atebe, H. U (2008). Students’ Van Heile levels of geometric thought and conception in plane geometry: A collective case study of Nigeria and South Africa. Unpublished doctoral thesis, Rhodes Universit,, Grahamstown. South Africa.
Dairo, O M, Okonkwo, C..A Orakwe, C. U.(2023). Perceptions and implementation of activity-based learning in Nigerian Primary School Mathematics: challenges and opportunities. Open Access Research Journal of Multidisciplinary Studies, 06(01), 02-050
Durojaiye, D.S., Jekayinfa OJ.& Oloda, F.S, (2023). Effect of activity-based Instructional strategy on Senior Secondary School Students’ Retention in Circle Geometry Abuja, Nigeria. European Journal of Educational Studies
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross- national patterns of gender differences in mathematics and gender equity: A meta-analysis. Psychological Bulletin,136, 103 – 127. DOI: https://doi.org/10.1037/a0018053
Fabiyi, T. R. (2017). Geometry concepts in mathematics perceived difficult to learn by senior secondary school students in Ekiti State, Nigeria. IOSR Journal of Research & Methods I Education, 7(1), 88- 90 DOI: https://doi.org/10.9790/7388-0701018390
Joseph, A. J., Ubebe, S A., & Aneshie- Otakpa, V. O. (2022). Effect of Activity-based Learning on Junior School Students’ Interest and Achievement in Geometrical Contents of Mathematics. AJSTME, 8(3), 232-238.
Joseph, A. A., & Ayodele O.O. (2025). The effect of inquiry –based method on Academic performance of senior secondary pupils in Geometry in Ondo State, Nigeria. Asian Journal of Education and Social Studies, 1(3), 322-327 DOI: https://doi.org/10.9734/ajess/2025/v51i31829
Kurumeh, M.S., Obaraku, J.S., Odoh, C.O., & Ikyereve, R.O. (2016). Enhancing senior secondary school students’ performance in geometry through the utilization of rubout problem solving model in Keffi metropolis, Nasarawa State, Nigeria. Merit Research Journal of Education and Review, 4 (6), 65-70
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123 – 1135. DOI: https://doi.org/10.1037/a0021276
Nurjanah, N. Jarnawi, A.H., & Wibisono, Y. (2021). The effect of hands-on and computer-based learning activities on conceptual understanding and mathematical reasoning. International Journal of Instruction, 14(1), 143-160. https://doi.org/10.29333/iji.2021.1419a. DOI: https://doi.org/10.29333/iji.2021.1419a
Priyono, M. W. & Boedi, R. (2017). Using activity-based learning approach to enhance the quality of instruction in civil engineering in Indonesian universities. AIP Conference Proceedings 1887, 020008. DOI: https://doi.org/10.1063/1.5003491
Rodwell, J. (2017). Activity-based training design: Transforming the learning of knowledge. New York: Routledge. DOI: https://doi.org/10.4324/9781315263380
Samosir, C. M., Dahlan, J. A., Herman, T., & Prabawanto, S. (2023). Exploring students' mathematical understanding according to Skemp's theory in solving statistical problems. Jurnal Didaktik Matematika, 10(2), 219-236. DOI: https://doi.org/10.24815/jdm.v10i2.32598 DOI: https://doi.org/10.24815/jdm.v10i2.32598
Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26.
Susilawati, W., Suryadi, D., & Dahlan, J.A. (2017). The improvement of mathematical spatial visualization ability of students through cognitive conflict. Lejme-Mathematics Education. 12(2), 15-166 DOI: https://doi.org/10.29333/iejme/607
Zeigler, A., Stoeger, H., Harder,B., Park, K., Portesova, S., & Porath, M. (2014). Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievement and confidence in their own abilities. High Ability Studies, 25(1), 35 – 51. Doi:10:1080/13598139.2014.916092 DOI: https://doi.org/10.1080/13598139.2014.916092
Zuya, E. H. & Kwalat, K. S. (2015). Teachers’ knowledge of students about geometry. International Journal of Learning, Teaching and Education Research, 13 (3), 100 – 114.
