ABSTRACT

This study sought to explore the effect of Strategic Content Learning and Students’ Mathematics Task-Persistence, Self-Efficacy and Achievement in Senior Secondary Schools in Abia State. Six research questions and six null hypotheses guided the study. The sample for this study comprised 32 identified SS2 students with low achievement in Mathematics (16 males and 16 females) which was drawn from two intact classes in two secondary schools through multistage sampling technique from a total population of 1114 (487 males and 627 females) students in Abia State in 2019/2020 academic session (States Secondary Education Management Board, 2020). The study adopted a pre-test, post-test, control group experimental design. The specific design for this study was a non-equivalent pretest-posttest control group design, with the experimental group adopting strategic content learning strategy and the control group using the conventional teaching method. The two schools were assigned to the treatment and control conditions. Three instruments titled “Mathematics Task Persistence Questionnaire (MTPQ, Mathematics Self-Efficacy Questionnaire (MSEQ) and Mathematics Achievement Tests (MAT)” were developed by the researcher for the study. The instruments were validated by three experts, one specialists in Mathematics, one in Psychology and one expert in Measurement and Evaluation. Cronbach alpha procedure was used to determine the internal consistency of the MTPQ and MSEQ. Reliability estimates obtained were 0.86 and .87 for MTPQ and MSEQ respectively. Kudar-Richardson was used to determine the reliability of Mathematics Achievement Test (MAT) and reliability index of 0.79 was obtained. Data obtained through the administration of the MTPQ, MSEQ and MAT by the regular mathematics teachers who served as the research assistants, were organized and analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The study revealed the following findings: Intervention using strategic content learning strategy significantly improved students’ mathematics task-persistence, self-efficacy and achievement of students; Gender as a factor in the study had no significant influence on the mathematics task-persistence, self-efficacy and achievement of students. Among the educational implications of the findings of the study was that Mathematics task persistence self-efficacy and achievement of low achieving students depend on exposure to strategic content learning strategy. It was thus recommended that teachers should be taught how to help students acquire skills required in the use of strategic content learning strategy.