EFFECT OF SPACED LEARNING STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ALGEBRAIC PROCESSES IN KATSINA STATE, NIGERIA

This study investigated the effect of spaced learning strategy on performance in algebraic processes among Junior Secondary School Students in Mani Quality Assurance Zone, Katsina State, Nigeria. It was guided by two research questions and two hypotheses. The design of the study was a quasi-experimental design using two groups: experimental and control. The population comprised all JSS 2 students in public secondary schools in the zone. Two coeducational schools were randomly selected, and from each, one intact JSS 2 class was chosen. The sample included 110 students (84 males, 26 females). Data was collected using the Algebraic Processes Performance Test (APPT) with a reliability coefficient of 0.78. The mean and standard deviation addressed the research questions; hypotheses were tested using independent t-tests at a significance level of ρ ≤ 0.05. Results showed a significant difference in favour of the experimental group taught with spaced learning, but no performance difference between male and female students exposed to the strategy. The study concluded that spaced learning is more effective and is gender friendly for teaching algebraic processes in junior secondary schools. It is recommended that teachers adopt spaced learning in Katsina State to improve mathematics performance.