By Dr Joseph Effiom-Edem Ntibi & Dr Ekpenyong Effiong Ibok
Abstract
This paper investigated the effect of self-directed learning instructional strategy on students’ achievement and retention in Mathematics and Physics. The research design employed was pretest-post test control quasi experimental design. Multi-stage random sampling technique was used to select 120 students who participated in the study. Mathematics/Physics Achievement Test (MPAT), used as Pre-Test (PREMPAT), Post-Test (POSTMPAT), and Post-Post-Test (PPMPAT) was developed by the researchers and validated by experts. The reliability coefficient of the instrument obtained using Spearman-Brown Prophecy formula was 0.68. Three hypotheses were formulated and tested at 0.5 level of significance. The control group was taught Mathematics and Physics for three weeks using only the conventional method while the experimental group was also taught Mathematics and Physics for three weeks with self-directed learning strategy. POSTMPAT was administered to all the subjects at the end of the third week. Two weeks after the administration of POSTMPAT, the PPMPAT was administered to both groups. The results show that the students taught Mathematics and Physics using self-directed learning strategy achieved and retained better than those taught with conventional method. It was also discovered that gender had no influence on the achievement and retention of those exposed to treatment.