Modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in calabar education zone, cross river state, nigeria.

Abstract

This study assess modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in Calabar education zone, Cross River State, Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The design of this study is quasi-experiment design involving pre-test-post-test. The sampling technique adopted in the study was a simple random sampling technique. The sample comprised of 90 Junior Secondary School III Mathematics Students. Two instruments were used for data collection; the first involved the design of one instructional package on modern teaching strategies and the second instrument was a Mathematics Achievement Test (MAT). The experimental group was taught using modern teaching strategies while the control group was taught using the conventional teaching method. The data obtained were analysed using analysis of covariance (ANCOVA). The result revealed that students taught with innovative teaching strategies, modern technologies and using of mother tongue outperformed those taught using the conventional teaching method. It was recommended that school administrators and government should organize workshops to introduce teachers to modern teaching strategies using innovative teaching, modern technology and using of mother tongue to enhance learning. Efforts should be made to provide well-equipped mathematics laboratory to junior secondary schools to support these modern teaching approaches.