International Journal of Advanced Educational Research

International Journal of Advanced Educational Research


International Journal of Advanced Educational Research
International Journal of Advanced Educational Research
Vol. 4, Issue 2 (2019)

Diagnosis and remediation of learning difficulties on students’ performance in geometry in Port Harcourt local government area, Rivers state


Ejiofor-Chima, Ngozi Ann, Dr. AA Mumuni

The study diagnosed and remediated learning difficulties on senior secondary school students’ Performance in circle geometry in Port Harcourt Local Government Area (PHALGA), Rivers State. The study was a quasi-experimental design, guided by three research questions and hypotheses. The population of the students comprises of (7,719) SS2 students in Port Harcourt Local Government Area, Rivers State. A sample size of 314 was drawn from four schools out of the sixteen public schools in PHALGA using purposive sampling technique. Two instrument were used, Diagnostic Test on Circle Geometry (DIATOCG) and Remediation Test on Circle Geometry (REMTOCG). The instruments were validated by the researcher’s supervisors and three lecturers in the department of Curriculum Studies and Educational Technology and two lecturers from Measurement and Evaluation Departments of Faculty of Education, University of Port Harcourt. The essay questions of the instruments were designed based on the format of WAEC and NECO questions standard. The reliability of the instruments was determined using test retest and a reliability coefficient of 0.80 for (DIATOCG) and 0.89 for (REMTOCG) were obtained using Pearson Product Moment Correlation. Percentage, frequency count, mean and standard deviation were used to answer the research questions while the hypotheses were tested using Chi Square and ANCOVA at 0.05 significant level. The findings of the study revealed the presence of adaptive reasoning, procedural formulation, strategic competence and conceptual understanding learning difficulties among students. The study revealed that students’ performance, and retention improved after diagnosis and remediation based on diagnostic test result. Based on the findings it was recommended that teachers should carry out diagnosis and remediation of learning difficulties on students from time to time for an improved performance. Also Educational stakeholders should organize workshops, seminars where in-service Mathematics teachers could be trained on how to diagnose and remediate learning difficulties experienced by students.
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