Abstract
Innovative instructional strategies utilization effects on the senior secondary students’ algebra achievement in Rivers State was investigated in this study. The design adopted for the study was the pretest-posttest quasi – experimental design type. The sample of 76 schools used for the study were purposively selected while 398 students were selected randomly from intact classes and used for the study. The research was guided by two research questions and two hypotheses. Algebra Achievement Test (AAT) with 0.80 reliability coefficient was the instrument used for data collection. The statistical tools used for data analysis were mean, standard deviation and analysis of covariance. Findings indicated significant difference in the achievement mean scores of students based on strategy but not based on gender. Therefore, utilizing innovative instructional strategies by Mathematics teachers shall ensure effective and equitable teaching and learning of algebra in the secondary schools. Article visualizations:
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