Effect of Generative Teaching Strategy on Students' Motivation in Geometry in Maiduguri Secondary Schools, Nigeria

Abstract

Low student motivation in geometry presents a significant challenge in the educational landscape of Maiduguri Metropolis, largely attributed to the prevalence of conventional teaching methods. This study aimed to investigate the effect of the Generative Teaching Strategy (GTS) compared to the Conventional Method of Teaching (CMT) on the motivation of secondary school students. A quasi-experimental, pretest-post-test non-equivalent groups design was employed with a sample of 106 SS2 students from two intact classes. One group (N=52) received instruction via GTS, while the control group (N=54) was taught using CMT over a period of six weeks. The Geometry Motivation Questionnaire (GMQ) was administered as both a pre-test and a post-test, and the data were analysed using the Mann-Whitney U test. Results revealed a statistically significant difference in post-intervention motivation scores (U = 609.5, p = .001), with the GTS group demonstrating a substantially higher mean rank (68.21) than the CMT group (38.22). It is concluded that the Generative Teaching Strategy is a significantly more effective pedagogical approach than the conventional method for enhancing student motivation in geometry within this context, offering a validated solution for educators seeking to improve student engagement. Considering the findings from this study, it is recommended that the Borno State Ministry of Education, along with relevant curriculum authorities, formally integrate Generative Teaching Strategy (GTS) principles into the official secondary school mathematics curriculum and teacher training manuals. Geometry teachers are also encouraged to incorporate GTS activities into their instructional practices.