Effects of Spaced Learning Strategy on Senior Secondary School Students Performance and Retention in Mathematics in Niger State, Nigeria

Abstract

This research delved into investigating the impacts of implementing a spaced learning strategy on the academic performance of senior secondary school students studying mathematics in Niger State, Nigeria. The primary objective was to explore the potential advantages of employing a learner-centered approach, specifically focusing on the spaced learning strategy, to enhance students' proficiency in mathematics. To guide the research, three research questions were formulated, each accompanied by a corresponding hypothesis, with a significance level set at 0.05. In the pursuit of these objectives, a quasi-experimental design with both pre-test and post-test measurements was adopted. The research involved a sample of 180 SS2 students, ensuring an equal distribution between male and female participants. The research instrument, known as the Mathematics Performance Test (MPT), was employed to collect relevant data. Subsequently, statistical methods were applied to rigorously analyze the data, evaluating the effects of the spaced learning treatment and investigating potential gender differences. The outcomes of this study yield valuable insights into the effectiveness of the spaced learning strategy within the context of mathematics education in Niger State. Consequently, the study recommends the incorporation of spaced learning by mathematics educators during instructional delivery, as it has demonstrated the potential to not only boost academic performance but also enhance the retention capabilities of students. This suggests that adopting a spaced learning approach can contribute significantly to the pedagogical landscape, offering a valuable tool for mathematics teachers to optimize the learning experience and outcomes for their students.