IMPROVED COGNITIVE SKILLS IN LOWER PRIMARYMATHEMATICS: THE CONTRIBUTIONS OF SOCIO-CONSTRUCTIVE AND STAKEHOLDERS' COLLABORATIVESTRATEGY

Abstract

Some of the adverse effects of COVID-19 lockdown in the year 2020 is the backward in the learning outcomes of pupils who had no learning opportunity throughout the period. The concern of all stakeholders to education has been how to improve the performance of the pupils in all their learning areas, most especially in compulsory subjects like Mathematics. Direct instruction method, common among mathematics
teachers cannot bring about academic buoyancy needed, hence, the research studies on the use of socio-constructive and stakeholders' collaborative strategy on delivering all the core subject areas in pre and lower primary classes. This research report presents the effects of the intervention on Primary I pupils Mathematics performance. The pretest-posttest control group quasi-experimental research design was adopted. The sample were selected from four out of the six states in southwestern
Nigeria. Eight schools (four experimental and four control) were purposefully selected from two local government areas (One rural and one urban) in each of the selected states. The response instrument was Primary Pupils Mathematics Achievement Test (r = 0.81) while the stimulus instrument was the instructional guide. The data were analysed using both descriptive and inferential statistics of Analysis of covariance. The results revealed that there is a significant main effect of  intervention on primary pupils' Mathematics score (F = 33.07; p<0.05; partial ῆ = (1;473)
0.07). There is no significant main effect of school location on primary pupils' Mathematics score (F = 2.44; p>0.05; partial ῆ = 0.01). Based on the findings, (1;473) appropriate recommendations were proffered.