Effect of Round-Robin Instructional Strategy on Achievement in Circle Geometry Concept among Secondary School Mathematics Students in Keffi, Nasarawa State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026476Abstract
This study investigated the impact of the Round-Robin Instructional Strategy (RRIS) on the circle-geometry achievement of Senior Secondary School II students in Keffi, Nasarawa State, Nigeria. A quasi-experimental design incorporating pre-test, post-test, non-equivalent, non-randomised control groups was employed. The accessible population consisted of 1,027 students—1,612 males and 415 females—drawn from seven public co-educational Senior Secondary Schools within the Keffi Area Educational Quality Evaluation Office. A sample of 91 students (49 males; 42 females) was purposively selected from two schools. Data were obtained using the Circle Geometry Achievement Test (CGAT), a 40-item, four-option multiple-choice instrument validated by three subject-matter experts (two in Mathematics Education and one in Measurement and Evaluation), yielding a logical validity index of 0.79. Internal consistency was established at 0.82 using the Kuder-Richardson Formula 21 (KR-21). Two research questions were answered using descriptive statistics (mean and standard deviation), and two null hypotheses were tested using Analysis of Covariance (ANCOVA) at α = 0.05. Results revealed that students in the RRIS group significantly outperformed their counterparts taught through the conventional method. A statistically significant gender difference in achievement was also observed within the RRIS group, suggesting that the strategy’s effectiveness may not be uniformly distributed across gender. It is recommended that mathematics teachers embrace activity-oriented approaches such as RRIS, while simultaneously attending to gender-responsive instructional design to ensure equitable learning outcomes.
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