Abstract

The study researched on “Enhancing Achievement and Retention in Geometry of Senior Secondary School Students Using Four-Mode Application Techniques in Jos Metropolis, Plateau State, Nigeria”. Quasiexperimental, non-randomized pre-test post-test control group design was adopted for the study. The study population consisted of 3,631 with a sample size of 141 Senior Secondary one (SS1) students. Through a purposive sampling technique, two out of 42 co-educational public secondary schools were selected in the study area and randomly assigned as experimental and control groups. The experimental group was taught some selected topics in Geometry using 4MAT while the control group was taught the same Geometry topics using the conventional method. Four research questions and their corresponding hypotheses were asked and tested respectively. Instruments of study, Geometry Achievement Test (GAT) and Geometry Retention Test (GRT) were validated by experts and trial-tested using 30 SS1 students, and a Kudder-Richardson formula 20 reliability co-efficient of 8.0 was obtained. Research questions were answered using mean and standard deviation while inferential statistics, ANCOVA, was used to test the hypotheses at 0.05 level of significance. Results of the study indicated a significantly higher increase in both achievement and retention in Geometry of students in the experimental group more than their counter parts in the control group. The study also found that 4MAT was not gender bias in terms of students’ achievement and retention in Geometry. The study recommended among others, that 4MAT instructional model should be used for teaching difficult concepts in Mathematics since its use has been found to enhance students’ achievement and retention.