Effects of Information Communication
Technology on Senior Secondary School
Students’ Geometry Retention and
Performance in Bauchi State Nigeria

A. I. Olojede; C. Bolaji; M. Musa

doi:https://doi.org/10.14445/22315373/IJMTT-V48P526

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 48 | Number 3 | Year 2017 | Article Id. IJMTT-V48P526 | DOI : https://doi.org/10.14445/22315373/IJMTT-V48P526

Effects of Information Communication Technology on Senior Secondary School Students’ Geometry Retention and Performance in Bauchi State Nigeria

A. I. Olojede, C. Bolaji, M. Musa

Citation :

A. I. Olojede, C. Bolaji, M. Musa, "Effects of Information Communication Technology on Senior Secondary School Students’ Geometry Retention and Performance in Bauchi State Nigeria," International Journal of Mathematics Trends and Technology (IJMTT), vol. 48, no. 3, pp. 186-196, 2017. Crossref, https://doi.org/10.14445/22315373/IJMTT-V48P526

Abstract

This study investigated the “Effects of Information Communication Technology on Senior Secondary School Students’ Geometry Performance and Retention in Bauchi State Nigeria”. The study, which adopted a quasi-experimental design and a non-equivalent, pretest, posttest, post posttest in nature have two intact classes assigned, one to control and the other to experimental group in two coeducational schools as a fair representation of 25 schools comprising of 8200 students within the metropolis of Bauchi state. The sample groups consisted of 128 (SSII) students with 54 boys and 74 girls. The data generated using the instrument, Geometry Performance Test (GPT) which comprised of 76 items validated by three experts (professors in the Faculty of Education) and subsequently pilot tested with reliability coefficient of 0.86 drawn from WAEC, NECO, JAMB and other relevant past questions. The research questions and hypotheses were formulated to be answered and tested respectively using descriptive statistics and independent t-test with twoway ANOVA to test the hypotheses at 0.05 level of significance. The findings of the research revealed among others that the students who were taught using ICT method of teaching showed significant improvement in their performance in geometry than the students who received instruction through the traditional lecture method. The research also revealed that the ICT use in the teaching contributed towards raising their retention ability in geometry. Hence, the study recommended the use of ICT teaching strategy in all levels of secondary school mathematics and that mathematics teachers needed to be trained and developed on this strategy to enhance teaching capability.

Keywords

Geometry, Mensuration, Information Communication Technology, Academic performance, Retention.

References

[1] Adegboye,A.O. &AdegboyeO.A (Jnr)(2003).TheuseofmathematicsinsolvingMan’sproblems.Abacus,The JournaloftheMathematicsAssociationofNigeria(MAN),28(1), 67-77.
[2] Adetula, L.O. (2012). The National Mathematical Centre and the Mathematics Improvement Project in nation building. Journal of Mathematical Sciences Education, 1(1) 1-19.
[3] Adeniran, S. O. (2011). Effects of two problem-solving approaches on senior school students performance in physics in Kwara state, Nigeria. Unpublished Ph. D. thesis, University of Ilorin, Ilorin, Nigeria.
[4] Salman, M. F., Mohammed, A.S., Ayinla, J. O., &Ogunlade, A. A., (2012): Causes of mass failure in Senior Secondary School Certificate Mathematics Examination as viewed by secondary school teachers and students in Ondo, Nigeria. Journal of Education and Practice vol. 3(8) 79-84.
[5] Salau, M. O. [2002]. Strategies for sustaining mathematics as an indispensable tool for sustainable technological development in the 21st century. In Matt. A. G. [Ed.]. Proceedings of the 43rd Annual Conference of STAN [pp. 350- 353]. Nigeria: Heinemann Educational Books Plc.
[6] Mishra, P. & Koehler, M. J. (2009b).“What is Technological Pedagogical Content Knowledge?“ Contemporary Issues in Technology and Teacher Education, 9(1), p. 63.
[7] McClintock, E., Jiang, Z. & July, R (2002). Students’ development of three-dimensional visualization in the Geometer’s Sketchpad environment. In D. Mewborn, P. Sztajn, D. White, H. Wiegel, R. Bryant, & K. Nooney (Eds.), Proceedings of the PME-NA Annual Conference (pp. 739-754). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
[8] Boster, F.J., Meyer, G.S., Roberto, A.J. & Inge, C.C. (2002). A report on the effect of the united streaming TM application on educational performance.
[9] Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In S. P. Lajoie and S. J. Derry (Eds.), Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum.
[10] Brantmayer, M. (1994). The effects of computer aided instruction on prospective industrial hygiene and safety professionals' achievement on safety training programs. Dissertation Abstracts International, 55/06-A (Order No.AAD94- 27952).
[11] Dede, C. (1994). Making the most of multimedia. Multimedia and learning: a school leaders_ guide. Alexandria, VA: National School Board Association.
[12] Gerretson, H. (1998). The effect of a dynamic geometry learning environment on pre-service elementary teachers' performance on similarity tasks. Dissertation Abstracts International, 59/09-A (Order No. AAD99-05948).
[13] White, J. & Norwich, V. (1997). Computer Activities for College Algebra and Precalculus.
[14] Yousef, A. (1997). The Effect of the GSP on the Attitude toward Geometry of High School Students. Dissertation Abstract International, A 58105, Ohio University.
[15] Wheeler, J. &Regian, J. (1999). The use of a cognitive tutoring system in the improvement of the abstract reasoning component of word problem solving. Computers in Human Behavior, 15, 243-254.
[16] Bahrick, H.P. (2000). Long-term maintenance of knowledge. In E. Tulving, and I.M. Fergus (Eds), Oxford handbook of memory. England: Oxford University Press.
[17] Bichi, S. S. (2001). The problem-solving strategy and enriched curriculum on secondary school students’ achievements in evaluation concepts, Ph.D unpublished Thesis, ABU, Zaria.
[18] Desiree, S. (2009). The Effect Constructivist and Traditional Teaching Methods on students’ Mathematical Achievement. A project submitted to the faculty of the Evergreen State College. www.encyclopedia.com/doc/IGI-1723767.html. Retrieved on May 1, 2012.
[19] Bell, R. & Bell, L. (2003). A Bibliography of Articles on Instructional Technology in Science Education, Contemporary Issues in Technology and Teacher Education, 2, 427-447.
[20] Smith, R. R. (1996). Effects of textbook, static CAI, and animated CAI, and learning styles on the achievement of college students in symbolic matrix algebra. Dissertation Abstracts International, 57/07-A (Order No. AAD96-37049).
[21] Johnson, M. L. (1993). The effects of instructional strategies on student performance (interactive video, lecture method, demonstration method). Dissertation Abstracts International, 54/08-A (Order No. AAD93-34096).
[22] Angrist, J. D. &Guryan, J. (2004). Teacher Testing, Teacher Education and Teacher characteristics. American Economics Review, AEA papers and Proceedings. May, .241-246
[23] Lewis, C. C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools.
[24] Price, K. M., & Nelson, K. L. (2003). Daily planning for today's classroom: A guide to writing lesson and activity plans. Wadsworth Publishing Company.
[25] Adeyegbe, S. O., Oke, M. & Tijani, A. (2003). The feasibility of teaching and assessing STM with ICT in Nigeria. Proceedings of the 44th annual conference of the Science Teachers Association of Nigeria (STAN), pp. 119-123.