The effect of conceptual and procedural learning strategies on the study habit of Nigerian secondary school students in mathematics

Abstract

This study examined the effect of varying learning strategies making use of procedural and conceptual learning strategies on secondary school students‟ study habits in mathematics. A total of 124 senior secondary school students, from Osun state in southwestern Nigeria divided into three groups were involved in this study. Two experimental groups were randomly assigned to the two learning strategies and the third group was the control group. The study adopted modified non-equivalent pretest posttest control group design. Intact classes were used but the modification was that all the three groups contained science students. The three groups were taught simultaneous linear equations. The study habits of students were assessed using a questionnaire of reliability coefficient of 0.84. Both learning strategies yielded significant difference in students‟ study habits with conceptual strategy having higher score. The study concluded that students‟ study habits in mathematics could be improved using an innovative learning strategy.

Keywords: study habit, learning strategy, conceptual, procedural, achievement