Interaction patterns: An approach for enhancing students’ retention in geometric construction

Abstract

The effect of interaction patterns on JS3 learners’ retention in geometric construction was investigated in Anambra State, Nigeria. The researchers used a quasi-experimental approach with a non-equivalent control group for the pre- and post-test. The population consisted of 1,813 JS3 leaners. The study’s subjects were a group of 155 JS3 learners drawn from two schools. Two JS3 classes in the schools were assigned to the experimental and control groups at random. The geometric construction retention test (GCRT) was used to collect data, and it was validated by three experts. The reliability coefficient of the GCRT was 0.80. The mean and standard deviation of the data were used to report the study’s questions, whereas the hypotheses were tested via analysis of covariance at a 0.05 level of significance. According to the findings, students taught geometric construction utilizing interaction patterns remembered more material than those taught using the expository approach. It also found a statistically significant difference in retention between urban and rural learners, favoring urban learners. The interaction effect of group and location on student retention was not significant. One recommendation of this study is that teachers should use interaction patterns as an instructional method when teaching geometric construction.