ENHANCING JUNIOR SECONDARY STUDENTS’ PERFORMANCE IN ALGEBRA THROUGH THE USE OF MODEL-LEAD-TEST INSTRUCTIONAL STRATEGY

Abstract

This study investigates the effect of the Model-Lead-Test (MLT) instructional strategy on junior secondary school students’ academic performance towards algebra. The study is guided by two research questions and two hypotheses. A quasi-experimental design was used, involving two groups: an experimental group taught using the Model-Lead-Test strategy and a control group taught using conventional discussion method. Data were analyzed using descriptive and inferential statistics. Results indicated that students taught with Model-Lead-Test showed significantly improved performance and a more positive attitude towards algebra compared to those in the control group. These findings suggest that ModelLead-Test is an effective approach for enhancing students’ understanding of algebra at the junior secondary school level. Furthermore, Model-Lead-Test instructional strategy not only improves immediate academic outcomes in algebra but also presents a viable method for reducing educational inequities between urban and rural learners.