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ABSTRACT
This study investigated the Effect of Mathematical modeling Teaching method on student’s Achievement and Retention in Mathematics in Oredo Local Government of Edo State. Six research questions were raised and six hypotheses formulated. The study adopted a Quasiexperimental research design which employed the pre-test, post test, non-randomized control group. Participants in their intact classes were randomly assigned to experimental and control groups. The sample for the study was one hundred and thirty four (134) Mathematics students from two schools. A reliability coefficient of 0.835 was s obtained for Geometry Achievement Test items using Kuder-Richardson 20(KR-20). The study was carried out for a period of four weeks and data collected were analysed using Mean, Standard Deviation and ANCOVA. Results showed a significant effect in favour of Mathematics students taught with Mathematical Modelling than Mathematics Students taught with Lecture Method. Also it was established that Mathematics students taught with Mathematical Modelling had higher achievement mean scores than those taught with Lecture Method. In respect to gender effect, it was established that Mathematics Male students had a higher achievement mean scores than their female counterparts in both experimental and control groups. There was a significant contribution of teaching method to achievement mean scores of Mathematics students. It was established that the use of innovative strategy such as Mathematical Modelling should be part of Teacher Education Programme, curriculum planners and that mathematical modeling teaching method should be used in both primary and secondary Education.
