Impact of Constructivist Teaching Strategy on Performance in Algebra Among Junior Secondary School Students in Okene Local Government Area

Source abstract

This study investigated their impact of constructivist teaching strategy on performance in Algebra among Junior secondary school students in Okene local government area, kogi state. The objectives of the study include verification of the impact of constructivist teaching strategy on the performance of JSS students in learnt Algebra and the gender sensitivity in the experimental group. The target population of JSS two students was 1170 during the 2024/2025 academic session. The study sample was 189 students from the selected four secondary schools. Stratified random sampling was used to select the four secondary schools and further two secondary schools for control group and two secondary school for experimental group. Algebra Performance Test (APT) with forty multiple-choice questions was used to collect data. The reliability coefficient of Algebra performance test is 0.80. Two null hypothesis were tested using t-test statistic at 0.05 level of significance. Findings include the superiority on students’ performance in Algebra: Recommendations include injection of constructivist teaching strategy among methods of teaching secondary school mathematics, male and female students should be given motivation in secondary school mathematics