Effect of Generative-Learning-Strategy on Achievement in Probability Concept among Secondary School Mathematics Students in Sabon-Tasha Educational Zone, Kaduna State, Nigeria

ABSTRACT This study investigated the Effect of Generative-Learning-Strategy on Achievement in probability concept among Secondary School Students in Sabon-Tasha educational Zone, Kaduna State, Nigeria. The research design adopted for the study was quasi-experimental research design, specifically, pre-test, posttest experimental and control group design. The population of the study was 62,072 Secondary School class Two (SS II) Mathematics students in Sabon-Tashah Educational zone of Kaduna State. The sample of the study was 455 Mathematics students’ drawn from four sample senior secondary schools through purposive sampling procedure. Two (2) research questions and corresponding null hypotheses guided the study. Probability Attitude Test (PAT) was used for data collection. The internal consistency of PAT was obtained using Kunder Richardson formula 20(KR-20), Hence, Reliability coefficients of 0.93 were obtained for the PAT. Mean and Standard Deviation were used to answer the research questions, while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results showed that Generative Learning Strategy (GLS) was more effective in improving students’ academic achievement in Probability Concept than the Conventional Method of Teaching (CMT). The study concludes that the findings of this study demonstrate that the use of GLS significantly improves students’ academic achievement probability concepts. GLS was also found to be gender friendly and the study recommended adequate training of teachers on the use of GLS for Nigerian Secondary Schools amongst others. Keyword: Generative Learning Strategy, Attitude, Mathematics Concepts, Probability and Students