EFFECT OF LECTURE-ENRICHED WAIT-TIME ON RETENTION OF AVERAGE ACHIEVERS IN ALGEBRA AMONG POLYTECHNIC STUDENTS IN CROSS RIVER STATE

Abstract

This paper investigated the “Effect of lecture-enriched wait-time on retention ability of average achievers in algebra among polytechnic students in Cross River State. One research question and a corresponding null hypothesis were formulated to guide the study. Two public polytechnics made up the population of the Study consists of all polytechnic students in cross river state during the 2023/2024 academic session with a sample size of 44 students were selected using multi-stage sampling technique. The methodology of the study is pretest, posttest and post-posttest quasi experimental research design was adopted for the study. The experimental and control groups were exposed to Lecture-Enriched Wait-Time and Lecture Method respectively. The experimental group ware taught Algebra using Lecture-Enriched Wait-Time while the control group ware taught algebra using conventional lecture method. Algebraic Achievement Test (AAT) was designed by the researchers for data collection. The reliability coefficient of Algebraic Achievement Test (AAT) was determined to be 0.85. The data collected were analyzed using Mean scores, Standard deviation and t-test at α = 0.05 level of significance. The findings revealed that there is significant difference between retention abilities of students taught algebra using Lecture-Enriched Wait-Time and those exposed to conventional lecture teaching method. Better retention ability was recorded on student that were taught algebraic concepts using lecture-enriched wait-time compared to their counterpart that were taught using lecture method. Based on the findings of the study, it is recommended that lecture-enriched wait-time should be used to teach mathematics at national diploma level. Regular training, workshops and seminars should be arranged for teachers to give them knowledge and understanding of lecture-enriched wait-time