Effects of Know-Want-Learn (KWL) strategy on retention in geometry among upper-basic students in Kaduna north, Nigeria

Introduction: Retention of geometry concepts has been a persistent challenge in mathematics teaching. Traditional teaching methods often fail to ensure lasting understanding among students. To address this issue, new teaching methodologies like the Know-Want-Learn (KWL) strategy are being explored. Purpose : This study investigates the effects of the Know-Want-Learn (KWL) strategy on upper-basic students' retention in geometry. Methodology: The study employed a quasi-experimental design with a pretest-posttest nonequivalent control group. A total of 98 upper-basic school students across four intact classes were randomly selected. The students were divided into experimental and control groups to ensure the validity of the results. The research instrument, a geometry retention test (GRT), was developed, pilot-tested, and used to measure students’ retention. Data were analyzed using independent sample t-tests. Results: The results revealed a significant difference in mean retention scores between students taught using the Know-Want-Learn (KWL) strategy and those taught using conventional methods. The post-test mean retention score for the experimental group was 23.52 (SD=3.177), which increased to 25.40 (SD=2.571) in the post-posttest. The difference was statistically significant (t (49) = -3.504, p=0.05). Additionally, there was no significant difference in the performance of male and female students taught using the KWL strategy. Conclusion: The study concluded that the Know-Want-Learn (KWL) strategy is effective in improving retention in geometry among upper-basic students. Furthermore, it was found to be gender-friendly. Recommendations: Based on these findings, recommendations are made to students, teachers, parents, administrators, and other stakeholders to incorporate the KWL strategy in geometry instruction.