EFFECT OF LECTURE METHOD ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN YOLA EDUCATION ZONE, ADAMAWA STATE, NIGERIA

Abstract

This study examined the effect of lecture method on senior secondary school students’ academic achievement in Yola Education Zone, Adamawa State. The study centred on three research questions and three hypotheses that were tested at a significance level of 0.05. Quasi-experimental research process was adopted and by which 130 students were sampled to form an Experimental Group (X1) and a Control Group (X2). Four senior secondary schools from different Local Governments in the Zone made up the Experimental and Control Groups that were given instructional treatment where Mathematics was taught using lecture method. A pilot test was conducted in schools outside Yola Education Zone and data analysed from it produced result that gave a reliability index of 0.80 that was considered appropriate for the study. A Mathematics Achievement Test (MAT) was designed by the researchers and validated, then used for both pre-test and post-test. The findings showed that there was a significant difference between the pre-test and post-test performances of students taught with lecture method in Mathematics in Yola Education Zone (t = 2.784; df = 150; p < .05). The results also showed that there was no significant difference between the academic achievement of male and the female students given Mathematics instruction taught with lecture method (t 0.087; df = 74; p > 0.05). It was therefore concluded that lecture method has significant effect on students’ academic achievement in Mathematics in senior secondary schools in Yola Education Zone, Adamawa State. Thus, it was recommended among others that Mathematics teachers should incorporate interactive elements such as question-and-answer sessions, real-time problem-solving, and the use of illustrative examples to maximize the effectiveness of the lecture method.