EFFECTS OF LEARNING CYCLE AND 4-PHASE CONSTRUCTIVIST INSTRUCTIONAL MODELS ON STUDENTS’ ACHIEVEMENT IN ALGEBRA IN AKWA IBOM STATE, NIGERIA

Abstract

This study set out to determine the effects of learning cycle and 4-phase constructivist instructional models on students’ achievement in Algebra in south-south, Nigeria. Two research questions and two hypotheses guided the study. A quasi experimental design was adopted for the study. A sample of 170 senior secondary two (SS2) students were randomly drawn from 17,043 SS2 students from all the public secondary schools in the 2022/2023 academic session. The instrument for data collection was Algebra Achievement test (AAT) which was validated and tested for reliability with the coefficient of 0.89. Data collected were subjected to statistical analysis. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings among other things revealed that students who were taught with TLC and IEPTA achieved higher in Algebra contents than those taught with conventional method. Based on these findings, it was recommended that mathematics teachers should be encouraged to adopt the use of TLC and IEPTA constructivist instructional models over conventional method. Furthermore, the use of TLC and IEPTA models should be used in teachers training college in order to promote their usage