Generative Learning Model (GLM) and Senior School Students’ Retention in probability

Peter Adeeko, Saidat Morenike Adeniji, Medinat Salman, Micheal Fajemidagba

Abstract


This study examined the effect of Generative Learning Model (GLM) on senior school students’ (average of 15-years old) retention ability in probability. It adopted a pre-test, post-test, delay test control group involving a 2 x 2 experimental design. The moderating influence of gender on the dependent variable was also investigated. This is an in-situ experiment involving a total of 96 senior school two students who were selected purposively to participate in the study (51 students in the experimental group and 45 students in the control group). Three researcher designed instruments were used for collecting data. The experimental group consists of 24 boys and 27 girls. The t-test statistics was used to control the initial variance. The findings showed that GLM had significant main effect on students’ retention ability in probability. Also, there was no significant difference in the mean retention score of male and female taught probability using GLM. The result of this finding implies that GLM is more effective in enhancing students’ retention in probability than conventional method of teaching. Thus, mathematics teachers are advised to use GLM to teach their students during mathematics lessons.


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References


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