EFFECT OF GENDER-RELATED DIFFERENCES IN ACADEMIC ACHIEVEMENT AND RETENTION OF SENIOR SECONDARY SCHOOL STUDENTS TAUGHT GEOMETRY USING PROBLEM SOLVING APPROACH

Abstract

This study investigates the effect of gender related differences on Geometry Achievement and retention of senior secondary school students. A pretest-posttest experimental control group research design was used. A total of 70 SS3 students were selected from about 9,540 students of Jigawa state using stratified random sampling techniques. Both male and female group were treated using problem solving approach. The instruments used for data collection were Researchers Made Test (RMT), Geometry Achievement Test (GAT) and Geometry Retention-Test (GRT). Data collected were analyzed using t-test statistic. Finding statistically showed the existence of significant difference between male and female students ’performance in Geometry Achievement Test, while there is no significant difference in male and female performance in Geometry Retention-Test. Based on the findings, Mathematics Teachers are encouraged to use problem solving approach (polya model) in teaching Mathematics.