APPRAISAL OF ADDIE INSTRUCTIONAL DESIGN TEACHING STRATEGY ON ACADEMIC PERFORMANCE OF GEOMETRIC CONCEPTS AMONG UPPER BASIC STUDENTS IN SOKOTO STATE, NIGERIA
Abstract
This paper investigated the effects of ADDIE Instructional Design Teaching Strategy on Academic Performance of Geometric Concepts among Upper Basic Students in Sokoto States. Eight (8) schools with a total of 291 Upper Basic 3 students were sampled for the study using stratified sampling technique. Two research questions and two null hypotheses were raised to guide the conduct of the study. Two instruments GSPT and AFDJYH with reliability indices 0.87 and 0.84 respectively were adapted for data collection. T-test statistical analysis at = 0.05 level of significance was used to test the hypotheses. The two null hypotheses were rejected. Since the results of teaching through the use of ADDIE instructional design teaching strategy was proved to be better than traditional method, it was therefore recommended that Ministry of Educations (MOEs), Ministry for Science and Technology, State Universal Basics Education Board Sokoto (SUBEB), Curriculum planners and Developers should review their policies to inculcate this strategy in teaching mathematics and science related subjects designed in the 9-year basic education curriculum in Nigeria.
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