Effect of montessori method of teaching on junior secondary students' Achievement in measuration in education Zone B, Benue State of Nigeria

ABSTRACT This study determined the effectiveness of Montessori Method of Teaching, MMT on Junior Students' achievement in measuration. The study was carried out in Education Zone B of Benue State, Nigeria using a sample size of 224 junior secondary 1(JSS1) students. It was a non equivalent quasi-experimental study which was guided by two research questions and three hypotheses. The instrument Measuration Achievement Test (MAT) constructed by the researchers with a reliability coefficient of 0.76 was used as pre and post tests though reshuffled each time. Mean and standard deviation were used in answering the research questions while the hypotheses were tested at P<.05 using a 2-way analysis of covariance (ANCOVA). Results from the analysis revealed that students exposed to MMT were superior in achievement than those taught with Conventional Method. Thus there was significant difference between the mean scores of students taught measuration with MMT and those taught with the Conventional in achievement (F 1, 223 =113.376, p=0.000). Gender was also found statistically significant (F 1,223 =9.129.003). The study therefore recommended training of mathematics teachers on the use of Montessori Method in their daily lesson especially in measuration with a view to making learning of mathematics meaningful, relevant and interesting