Effect of Target-Task-Model Instructional Strategy on Academic Performance in Geometrical-Construction among Secondary School Students in Zaria Local Government Area Kaduna State, Nigeria

Abstract

This study investigates the effect of Target-Task Model instructional strategy on students’ academic performance in geometrical-construction. The study quasi-experimental of pre-test, post-test non-equivalent control group design which involved group of SS 2 students in their intact class assigned to experimental and control groups. The sample for the study consists of 128 students (66 male and 62 female) in the SS II level randomly selected from the population of 2345 students in thirty (30) Government Senior Secondary schools in Sabon Gari. Two Research questions and two Null hypotheses were formulated to guide the study. Two schools were randomly selected of which one is used for experimental and the other for control group. Geometrical-Construction Performance Test (GCPT) items was used for both pre-test and post-test as the instrument for data collection. The data collected were analyzed using descriptive statistics to answer research questions and t– test analysis was used to analyze hypotheses tested at 0.05 level of significance. The findings revealed that there is significant difference between the performance of students exposed to Target-task-Model Instructional Strategy and their counterpart exposed to Conventional Method in favor of experimental group, so the findings revealed that there is no significant difference between male and female student’s performance on Geometrical-Construction using Target-task-Model Instructional Strategy. Hence, researcher recommended the use of Target-task-Model Instructional Strategy be adopted for teaching/learning of Geometrical-Construction in the secondary schools, workshops, seminars and conferences should be organized to focus more on how to use Target-task-Model Instructional Strategy in Teaching Geometrical-Construction, among others.