Identification and remediation of student’s learning difficulties in geometry in Rivers State
Ejiofor Chima, Ngozi Ann, Accra Jaja Fulfilment
The study identified and remediated learning difficulties on senior secondary school students’ in 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, Learning Difficulties Identification Test on Geometry (LDITOG) and Remediation Test on Geometry (REMTOG). The instruments were validated and their reliability was determined using test retest and a reliability coefficient of 0.80 for (LDITOG) and 0.89 for (REMTOG) 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 Mathematics ability levels improved after remediation. Based on the findings it was recommended that educational stakeholders should organize workshops, seminars where in-service Mathematics teachers could be trained on how to identify and remediate learning difficulties experienced by students.