EFFECT OF CONTEXTUAL TEACHING STRATEGY ON GEOMETRY ACHIEVEMENT OF STUDENTS IN JUNIOR SECONDARY SCHOOLS IN KATSINA METROPOLIS OF KATSINA STATE

This study was carried out on effects of contextual teaching strategy on the geometry achievement on secondary school students. The research adopted the Quasi-experimental nonequivalent control group design. Data were collected from a sample of 144 students comprising 78 boys and 66girls from two randomly chosen private schools in Katsina metropolis of Katsina state. The schools were grouped into experimental and control group. Geometry Achievement Test (GAT) was used to gather data. The GAT was a researcher made instrument consisting of twenty (20) items based on JSII mathematics topics related to geometry. The GAT was administered twice, before experiment (Pre) and after experiment (Post).The items were objectives questions scored over 100 (20 ).The reliability coefficient of GAT was found to be 0.75. This shows that instrument was good and reliable. Data collected were analyzed using descriptive statistics of mean and standard deviation for answering the research questions and t-test at coefficient alpha level of 0.05 for testing the hypotheses. Major findings of this study are : there is significance difference between the mean achievement scores of students’ taught geometry with contextual teaching strategy and those taught with conventional method. There is no significant difference between the mean achievement score of male and female students’ taught geometry with contextual teaching strategy . Based on these findings, it was recommended that efforts should be intensified by teachers in junior secondary schools to begin to utilize contextual teaching strategy which has proved to have positive impact on students’ achievement in geometry. Teachers in training should be equipped with knowledge vast enough to implement contextual teaching strategy in teaching mathematics and for students to achieve maximally in geometry; conventional method should not be used to teach geometry to students in junior secondary school education.