EFFECTS OF CONVERGENT AND DIVERGENT THINKING-BASED INSTRUCTIONAL STRATEGIES ON STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOL MATHEMATICS

This paper determined the effect of the convergent and divergent thinking-based instructional strategies in influencing students’ achievement in mathematics.  The influence of gender on the achievement of students in mathematics was also ascertained.  Two hypotheses were formulated to guide the study.  a quasi-experimental pre-test, post-test, non-equivalent control group design involving two experimental groups and one control group was adopted for the study.  the sample consists of 444 senior secondary class two (SS II) mathematics students from three intact classes randomly drawn from a clustered sample of three senior secondary schools in Enugu Educational Zone.  The three schools were assigned to experimental and control groups respectively and in each, three classes  were drawn, two as experimental and one as a control group.  The data was collected using two instruments, the pre-achievement test in algebra and post-achievement test in algebra which were developed, duly validated and reliability established (0.73) before use.  The hypotheses were tested at (P<0.05) using analysis of covariance (ANCOVA).  The result of data analysis showed that instruction using divergent thinking-based instructional strategy significantly enhanced students’ achievement in mathematics more than the convergent and conventional strategies.  Also, the result indicated that the female students significantly achieved more in mathematics instruction more than their male counterparts irrespective of the strategy employed in teaching them.  Conclusion and recommendations were highlighted based on the findings of the study.  

Man is naturally endowed with the gift of intellect which enables him to think critically in problem solving situations.   Human brings take decision over issues when they employ critical thinking.