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

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Kazaik Benjamin Danlami
Istifanus Ayuba
Ezekiel Ayuba

Abstract

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.

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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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