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Abstract
This study investigated the effect of the algebra tiles teaching approach on students' retention in quadratic equations in the Federal Capital Territory, Nigeria. Two research questions and two null hypotheses guided the study. [1]The study adopted a quasi-experimental research design (intact class, pre-test, post-test control group design). A sample size of 122 SS2A students made up of 64 SS2A students drawn from Government Secondary School Gwagwalada; and 58 SS2A students drawn from Government Secondary School Kwali. A research instrument titled "Quadratic Equation Retention Test (QERT)" containing 20 multiple choice test items was developed to elicit data for the study. Mean scores and standard deviation were used to answer the research questions; while a t-test was used to test the null hypotheses. The findings of the study revealed that students taught quadratic equations using the algebra tiles teaching approach had higher mean retention scores than students taught quadratic equations using the conventional method. The study also found that male students had higher mean retention scores than female students after being taught quadratic equations using the Algebra Tiles Teaching Approach. The study concluded that the algebra tiles teaching approach had a significant effect on students' retention in the quadratic equation in FCT, Nigeria. It was recommended among others that to sustain the retention levels of students, mathematics educators should work assiduously towards re-teaching mathematical concepts that are critical to students' mathematics achievement in public examinations