Impact of the Know-Want-Learn (KWL) Strategy on Geometry Performance Among Upper-Basic Students in Nigeria

Due to the ongoing difficulties in teaching mathematics, especially geometry, in Nigerian schools, new teaching methods are needed to improve student performance. This quasi-experimental research examined how the Know-Want-Learn (KWL) method impacts the geometry performance of upper-basic students in Kaduna North, Nigeria. Two questions were posed for research, and two void hypotheses were examined. The study included 98 students selected from a population of 6300 upper-basic students in Kaduna North. They were split into two groups: an experimental group (n=50) that was taught using the KWL strategy, and a control group (n=48) that received instruction using traditional methods. The researcher created a 28-question multiple-choice Geometry Performance Test (GPT) with a reliability coefficient of 0.86, as determined by Cronbach's alpha. Students were tested before and after to determine how well they performed in geometry. The results showed that the experimental group performed significantly better than the control group, with an average score of 23.52 in the post-test, compared to 14.69. ANCOVA analysis revealed a significant impact of the KWL technique on students' achievement (F=242.518, p<.001), explaining 74.5% of the variability (partial η² = .745). Additionally, there were no significant differences between male (M = 19.40, SD = 5.304) and female (M = 18.93, SD = 5.045) students in the experimental group, t(96) = 0.444, p = 0.658.These results indicate that the KWL approach promotes a more profound comprehension and involvement in geometry, and utilizing it could enhance mathematics teaching in Nigerian schools with equality across genders. It is advised to use the KWL strategy for teaching geometry in co-ed and single-sex schools and to organize teacher training sessions and seminars to encourage its adoption by math educators.