COMPARATIVE STUDY OF CREATIVE THINKING PERFORMANCE BETWEEN PUBLIC AND PRIVATE PRIMARY SCHOOL PUPILS IN OYO STATE, NIGERIA

Abstract

This study examined mobile learning and self-study package effects strategies on achievement and retention in Mathematics among NCE students in North-Central Nigeria. A quasi-experimental design with two experimental groups and one control group (lecture method) was used. The sample comprised 153 students from selected Colleges of Education. Pre-test scores established group equivalence. The Mathematics Achievement Test (MAT), validated by experts, had a KR-20 reliability coefficient of 0.79. After treatment, a retention test was administered two weeks later using reshuffled MAT items. Mean and standard deviation answered research questions, while ANCOVA tested hypotheses at 0.05 significance. Results showed higher mean gains for students taught with the self-study package, followed by mobile learning. ANCOVA indicated a significant difference among groups, F(2,149) = 10.423, p < 0.05, including retention scores. Analysis revealed that the treatment significantly improved students' achievement and retention, with effect sizes of η² = 0.123 for achievement and η² = 0.066 for retention.The study concluded that the self-study package was most effective and recommended adopting both innovative strategies in Colleges of Education.