EFFECT OF ALGEBRA TILES ON ATTITUDE, PERFORMANCE AND RETENTION IN QUADRATIC EQUATIONS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE

Abstract

This study investigated the effects of Algebra tiles on the performance, attitude, and retention of secondary school students in Quadratic Equations in Katsina State, Nigeria. A quasi-experimental design with pretest-posttest control group was employed. A total of 361 Senior Secondary One (SS1) students from three education zones were randomly selected and assigned to experimental (Algebra tiles, n = 182) and control (conventional method, n = 179) groups. Data were collected using a Quadratic Equations Performance Test (QEPT), Attitude Questionnaire (AQ), and Retention Test (RT), validated by experts with reliability coefficients of 0.87, 0.82, and 0.85 respectively using Cronbach’s alpha. Independent samples t-tests were used to analyze the data at α = 0.05. Results revealed that students taught with Algebra tiles achieved significantly higher performance (t = 7.836, p = 0.000), exhibited more positive attitudes (t = 8.110, p = 0.000), and demonstrated better retention (t = 6.400, p = 0.000) than those taught conventionally. No significant gender difference was found in the experimental group (t = 0.979, p = 0.329). The study concludes that Algebra tiles enhance cognitive and affective learning outcomes and promote gender equity in mathematics. It recommends the integration of manipulatives into mathematics instruction for improved and sustainable learning.