EFFECTS OF MERRILL’S FIRST PRINCIPLES, GAGNE’S NINE-EVENT INSTRUCTIONAL MODELS AND LECTURE METHOD ON MATHEMATICS STUDENTS’ ACHIEVEMENT IN DELTA STATE

The purpose of the study was to determine the effects of Merrill's first principles of instruction, Gagne's nine-event Instructional strategy and Lecture method on students' achievement scores. For the study, three research questions were raised and three hypotheses formulated. The study adopted a 3×2×2 factorial planned variations quasi-experimental design. The design consisted of three instructional models (Merrill's first principles of instruction, Gagne's nine-event instructional models, and lecture method), sex (male and female) and repeated testing (Pre-test and post-test). The variables for the study included: Merrill's first principles of instruction, Gagne's nine-event instructional models, and lecture method as independent variables, achievement scores as dependent variables and sex as intervening variables.