Effects of Explicit Strategies on Geometry Achievement of Orthopaedics Impaired Students in Senior Secondary Schools, Oyo State

Authors

  • P. O. Yara Lead City University, Ibadan, Oyo State Nigeria
  • A. O. Odebode Federal College of Education (Special) Oyo, Oyo State Nigeria

Keywords:

Orthopedic Impairment, Same-Age Peer Tutoring, Guided Explicit Strategy

Abstract

Mathematics teachers in secondary schools sometimes neglect orthopaedic impaired students during the teaching and learning process. This study examined the effect of Explicit Strategies on Orthopaedic Impairment Students Achievement in Geometry in Senior Secondary Schools Oyo State. The study employed pre-test, posttest, control group quasi experimental design. The population consists of all students’ with orthopaedic impairment in special schools in Oyo State. Intact class of twenty-five (25) SSII students’ were used for the study. 

Author Biographies

P. O. Yara, Lead City University, Ibadan, Oyo State Nigeria

Department of Science Education, Faculty of Arts & Education. 

A. O. Odebode, Federal College of Education (Special) Oyo, Oyo State Nigeria

Department of Science Education, School of General Studies Education

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Published

2022-12-30

How to Cite

Yara, P. O., & Odebode, A. O. (2022). Effects of Explicit Strategies on Geometry Achievement of Orthopaedics Impaired Students in Senior Secondary Schools, Oyo State. Journal of Speacialised and Professional Education, 6(1), 27–35. Retrieved from https://mail.journals.tasued.edu.ng/index.php/josped/article/view/66

Issue

Vol. 6 No. 1 (2022)

Section

Articles