Effects Of Lattice Model On Performance And Retention In Long Multiplication Solution Process Among Pupils In Dutsin-Ma Local Education Authority, Katsina State, Nigeria

Abstract

This study was carried out to determine the effect of lattice model on performance and retention in long multiplication solution process among pupils in Dutsin-Ma Local Education Authority (LEA), Katsina state, Nigeria. The design of the study was quasi-experimental employing pretest, posttest, post-posttest design. The population of the study comprises all primary five (5) pupils in eighty seven (87) schools of the LEA whose number is eight thousand and eighty two (8,082) made up of four thousand and fifty two (4,052) males and four thousand and thirty (4,030) females. Six intact classes from four out of seven Area Offices of the LGEA were selected for treatment which lasted for six weeks. Two instruments were used to generate data. Long Multiplication Performance Test (LMPT) and the Teaching Package Model. The LMPT was validated by a panel of experts; two from Federal University Dutsin-Ma and a primary school teacher with BSc (Ed) Mathematics qualification and 15 years teaching experience. The test was pilot tested and reliability established through test retest method with two weeks interval. Reliability coefficient (r) was calculated using Pearson Product Moment Correlation Coefficient formula with r = 0.77. The experimental group was taught using lattice model while the control group was taught using conventional method.  Data collected were analysed using t-test statistic. The result revealed; (a) significant difference in the mean performance score between pupils taught with lattice model and those taught with conventional method, (b) no significant difference between mean academic performance scores of male and female pupils taught long multiplication solution process using lattice model, (c) significant difference between mean retention score of pupils taught long multiplication solution process using lattice model and those taught the same concept using conventional method and (d) no significant difference between mean retention score of male and female pupils taught long multiplication using lattice model. Sequel to these findings, it is recommended that, teachers in experimental schools share the idea of the use of lattice model in long multiplication solution process among their colleagues.