Exploring the 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 population for this study comprise of 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 in this study. 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 which is total enumeration of 200 level pre-service Mathematics teachers in the three (3) randomly selected from the colleges of education will constitute the sample size of sixty-two (62). Three research instruments were used: Geometry Achievement Test (GAT) (KR20 = 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. The results showed that 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 of gender on pre-service teachers’ achievement in geometry (F (1, 60) = 0.17; p > 0.05, partial η2 = 0.004) and that there was no significant interaction effect of treatment and gender on pre-service teachers’ achievement in geometry (F2,60) = 0.706; p > 0.05, partial η2 = 0.032). Based on the findings, it was recommended among others that Colleges of education should incorporate RADEC and 5E learning models in the teaching of geometry