Effect Of Developmental Approach On Junior Secondary II Students’ Achievement In Mensuration In Gboko Local Government Area Of Benue State

¹Robert Vandelun Tsebo,

²M.S. Kurumeh,  Ph.D

¹Mathematics Department

College of Education, Katsina-Ala.

²Department of Curriculum & Teaching,

Benue State University, Makurdi.

Abstract
This study assessed the differences in mathematics achievement in developmental approach. One hundred and sixty five students were randomly assigned to experimental and control groups in four selected mixed secondary schools. The experimental groups were exposed to developmental learning approach, while control group were taught using conventional strategy. A quasi experimental design was adopted for the study. Data collected was analysed using mean and standard deviation to answer the research questions while analysis of covariance was used to test research hypotheses at 0.05 level of significance. The findings revealed that there was significant difference between the mean achievement scores of male and female in favour of male. Based on the findings, it was recommended that teaching methods that are learner friendly, activity packed and practical innovative, authors of mathematics textbooks should include group activities in their exercises that practically utilized developmental approach.