Effects of Know-Want-Learn (KWL) strategy on retention in geometry among upper-basic students in Kaduna north, Nigeria


Kazaik Benjamin Danlami
Istifanus Ayuba
Ezekiel Ayuba


Introduction: Retention of geometry concepts has been a persistent challenge in mathematics teaching. Traditional teaching methods often fail to ensure lasting understanding among students. To address this issue, new teaching methodologies like the Know-Want-Learn (KWL) strategy are being explored.

Purpose : This study investigates the effects of the Know-Want-Learn (KWL) strategy on upper-basic students' retention in geometry.

Methodology: The study employed a quasi-experimental design with a pretest-posttest nonequivalent control group. A total of 98 upper-basic school students across four intact classes were randomly selected. The students were divided into experimental and control groups to ensure the validity of the results. The research instrument, a geometry retention test (GRT), was developed, pilot-tested, and used to measure students’ retention. Data were analyzed using independent sample t-tests.

Results: The results revealed a significant difference in mean retention scores between students taught using the Know-Want-Learn (KWL) strategy and those taught using conventional methods. The post-test mean retention score for the experimental group was 23.52 (SD=3.177), which increased to 25.40 (SD=2.571) in the post-posttest. The difference was statistically significant (t (49) = -3.504, p=0.05). Additionally, there was no significant difference in the performance of male and female students taught using the KWL strategy.

Conclusion: The study concluded that the Know-Want-Learn (KWL) strategy is effective in improving retention in geometry among upper-basic students. Furthermore, it was found to be gender-friendly.

Recommendations: Based on these findings, recommendations are made to students, teachers, parents, administrators, and other stakeholders to incorporate the KWL strategy in geometry instruction.


How to Cite
Danlami, K. B., Ayuba, I., & Ayuba, E. (2024). Effects of Know-Want-Learn (KWL) strategy on retention in geometry among upper-basic students in Kaduna north, Nigeria. Journal of Educational Research in Developing Areas, 5(2), 139-149. https://doi.org/10.47434/JEREDA.5.2.2024.139


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