Activity-Based Learning Strategy and Performance On Dyscalculic Senior Secondary School Students in Circle Geometry in Port Harcourt Metropolis

This study investigated Activity-Based Learning Strategy and Performance on Dyscalculic Senior Secondary School Students in Circle Geometry in Port Harcourt Metropolis. This study adopted a quasi-experimental pre-test, post-test, retention test design. Two objectives, two research questions and two null hypotheses guided this study. The population of the study comprised of Twenty-one thousand and seventy-nine (21,079) Senior Secondary School 2(SSS2) Students from which a sample size of one hundred (100) SSS2 students was drawn from two intact classes in two public coeducational Senior Secondary Schools in Port Harcourt Metropolis. A sample of two schools were selected using Simple random sampling technique with a sample size of one hundred students. In each school, an intact class was used. The validated instruments for data collection were the Students’ Performance Test on Circle Geometry (SPTCG). The reliability of the instruments was ascertained using Kuder-Richardson -21 (KR-21) and a reliability coefficient of 0.84 was gotten for Students’ Performance Test on Circle Geometry (SPTCG). Mean and standard deviation were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test and analyze the hypotheses at 0.05 level of significance. The findings of this study showed that students with dyscalculia benefited more from Activity -Based Learning strategies compared to inductive method. It also revealed that both male and female students with dyscalculia experience substantial gain in mathematics performance when taught using Activity -Based Learning strategies. The study recommended that Mathematics teachers should use activity-based learning strategy in their teaching as it increases the performance and retention of students with Dyscalculia