Inquiry-Based Learning and Environmental Education in Nigeria: An Analysis of Students’ Acquisition of Manipulative Skills in Geometric Construction
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Date
2017
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Publisher
SCHOLARS WORLD
Abstract
This paper perceives geometric construction as an important aspect of environment education. It examined
the effect of IBL on students’ acquisition of manipulative skills in geometric construction in education
zone B of Benue State, Nigeria. The study also investigated whether the skills acquisition could be
affected by gender and ability levels. Sample for the study comprised of 300 Senior Secondary 1 students
selected from six schools within Education Zone B of Benue State using a multi-stage sampling
technique. The study adopted a quasi-experimental non equivalent pretest-posttest design. Intact classes
were assigned to the experimental and control groups. Data was generated using Geometric Construction
Manipulative Skills Test (GCMST) which was the research made essay test. The reliability of the
instrument was computed using Pearson’s Product Moment Correlation Coefficient and found to be 0.98.
The study was guided by three research questions and three hypotheses. Data collected were analysed
using descriptive statistics of mean and standard deviation to answer the three research questions and
inferential statistics of Analysis of Covariance was used to test the three hypotheses. Hypotheses tested
reveals that students exposed to IBL exhibited greater manipulative skills in geometric construction
(F=392.69; p=0.002) than those exposed to conventional methods. In addition, male and female students
taught using IBL did not differ significantly in acquisition of manipulative skills (F=1.58; p=0.211). Also,
High and low ability students did not differ significantly in demonstration of geometric construction skills
acquired (F=0.14; p=709). Based on these findings, the study recommended among others that
mathematics teachers should use IBL in teaching students practical mathematics skills. It concluded that
IBL is a framework for outcome-based education which is a trust towards greater learner-centred
pedagogy therefore it should be considered a useful addition to the variety of existing mathematics
teaching approaches that attempts to involve learners more in their own learning.
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Keywords
Inquiry-Based Learning, Geometric Construction, Manipulative Skills, Gender, Ability Level, Nigeria, Benue State