EFFECTS OF RADEC AND 5E LEARNING MODELS ON PRE-SERVICE MATHEMATICS TEACHERS’ ACADEMIC ACHIEVEMENT IN GEOMETRY IN FEDERAL COLLEGES OF EDUCATION, SOUTHWEST NIGERIA

Abstract

This study examined the effectiveness of RADEC and 5E learning models on pre-service Mathematics teachers’ academic achievement in Geometry in Federal Colleges of Education, Southwest Nigeria. The study adopted the pretest, posttest control group quasi-experimental research design. The population for this study comprises the seventy-six (76) 200 level pre-service teachers in the Mathematics departments of the five (5) Federal Colleges of Education in Southwest, Nigeria. A multi-stage sampling procedure was employed in the selection of sample. Simple random sampling method was used to select three (3) Federal Colleges of Education and purposive sampling method was used to select the intact class - total enumeration of 200 level pre-service Mathematics teachers in the three (3) randomly selected Federal Colleges of Education constituted the sample size of sixty-two (62). Three research instruments were used: Geometry Achievement Test (GAT) with reliability coefficient (KR-20) of 0.97, Geometry Lesson Plan (GLP) and Geometry Lesson Notes (GLN). Three hypotheses were formulated and tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. In the results, there was a significant main effect of RADEC and 5E learning models on pre-service teachers’ achievement in geometry (F (2, 60) =13.54; p < 0.05, partial η2 = 0.39); there was no significant main effect to learning styles on pre-service teachers’ achievement in geometry (F (2, 60) = 0.21; p > 0.05, partial η2 = 0.010); the interaction effect of treatment and learning styles on pre-service Mathematics teachers’ achievement in geometry was not significant (F(4,58) = 0.096; p > 0.05, partial η2 = 0.009). It was recommended Colleges of Education should incorporate RADEC and 5E learning models in the teaching of geometry.