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THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOLS IN NNEWI NORTH LGA OF ANAMBRA STATE
Abstract:
The integration of technology in education has become a transformative approach to enhancing teaching and learning outcomes, particularly in subjects like mathematics that are often perceived as challenging. This study investigates the impact of technology integration on students’ achievement and interest in mathematics in senior secondary schools in Nnewi North Local Government Area (LGA) of Anambra State, Nigeria. Using a mixed-methods research design, the study collected quantitative data through pre- and post-tests to measure academic achievement and surveys to assess students’ interest in mathematics. Qualitative data was gathered through interviews with teachers and students to explore their perceptions of technology use in the classroom. The findings reveal that technology integration, including tools such as interactive software, online resources, and digital calculators, significantly improves students’ academic performance and fosters a greater interest in mathematics. However, challenges such as inadequate infrastructure, limited teacher training, and resistance to change were identified as barriers to effective implementation. The study concludes that while technology has the potential to revolutionize mathematics education, its success depends on addressing these challenges through targeted interventions, including teacher professional development, provision of resources, and policy support. This research contributes to the growing body of knowledge on technology-enhanced learning and provides practical recommendations for educators and policymakers to leverage technology for improved educational outcomes in mathematics.
Chapter One:
Introduction
1.1 Background to the Study
The integration of technology in education has emerged as a critical strategy for improving teaching and learning outcomes, particularly in subjects like mathematics that are often perceived as challenging (Higgins et al., 2019). Mathematics is a fundamental subject that plays a vital role in the development of critical thinking, problem-solving, and analytical skills, which are essential for success in the 21st-century workforce (National Council of Teachers of Mathematics [NCTM], 2014). However, many students in Nigeria, including those in Nnewi North LGA of Anambra State, struggle with mathematics due to traditional teaching methods, lack of engagement, and limited access to resources (Adeoye & Adanikin, 2020).
The rapid advancement of technology offers new opportunities to address these challenges by making learning more interactive, engaging, and accessible. Tools such as interactive software, online resources, and digital calculators have been shown to enhance students’ understanding of mathematical concepts and improve their academic performance (Buabeng-Andoh, 2012). Furthermore, technology integration can increase students’ interest in mathematics by making the subject more relatable and enjoyable (Hwang et al., 2013). Despite these potential benefits, the adoption of technology in Nigerian schools remains limited due to factors such as inadequate infrastructure, lack of teacher training, and insufficient policy support (Olatoye & Adekoya, 2018).
1.2 Statement of the Problem
Mathematics education in Nigeria faces significant challenges, including poor student performance, low interest in the subject, and a high failure rate in national examinations (West African Examinations Council [WAEC], 2020). In Nnewi North LGA, these challenges are exacerbated by the reliance on traditional teaching methods, which often fail to engage students or address their individual learning needs (Adeoye & Adanikin, 2020). While technology integration has been identified as a potential solution, its impact on students’ achievement and interest in mathematics in this region remains underexplored. This study seeks to address this gap by examining how technology integration influences students’ academic performance and interest in mathematics in senior secondary schools in Nnewi North LGA.
1.3 Objectives of the Study
The primary objectives of this study are:
To examine the impact of technology integration on students’ academic achievement in mathematics.
To assess the influence of technology integration on students’ interest in mathematics.
To explore the perceptions of teachers and students regarding the use of technology in mathematics education.
To identify the challenges associated with technology integration in mathematics teaching and learning.
1.4 Research Questions
This study is guided by the following research questions:
What is the impact of technology integration on students’ academic achievement in mathematics?
How does technology integration influence students’ interest in mathematics?
What are the perceptions of teachers and students regarding the use of technology in mathematics education?
What are the challenges associated with technology integration in mathematics teaching and learning?
1.5 Significance of the Study
This study is significant for several reasons. First, it contributes to the growing body of knowledge on the role of technology in education, particularly in the context of mathematics teaching and learning. Second, the findings will provide valuable insights for educators, policymakers, and stakeholders in Nnewi North LGA and beyond, enabling them to make informed decisions about the adoption and implementation of technology in schools. Third, the study highlights the potential of technology to address the persistent challenges in mathematics education, such as poor performance and low interest, thereby promoting better learning outcomes. Finally, the research offers practical recommendations for overcoming barriers to technology integration, such as inadequate infrastructure and limited teacher training.
1.6 Scope of the Study
This study focuses on senior secondary schools in Nnewi North LGA of Anambra State, Nigeria. It examines the impact of technology integration on students’ achievement and interest in mathematics, as well as the perceptions of teachers and students regarding its use. The study covers a range of technological tools, including interactive software, online resources, and digital calculators. However, it is limited to public senior secondary schools and does not include private institutions.
1.7 Limitations of the Study
While this study provides valuable insights, it has certain limitations. First, the findings are based on data from a specific geographic area (Nnewi North LGA) and may not be generalizable to other regions. Second, the study relies on self-reported data from teachers and students, which may be subject to bias. Third, the research focuses on a limited range of technological tools and does not explore the impact of emerging technologies such as artificial intelligence or virtual reality.
1.8 Structure of the Report
This report is organized into five chapters. Chapter 1 provides the introduction, background, and objectives of the study. Chapter 2 reviews relevant literature on technology integration in education and its impact on mathematics teaching and learning. Chapter 3 outlines the research methodology, including the design, sampling, and data collection techniques. Chapter 4 presents the findings and discusses their implications. Finally, Chapter 5 concludes the study and offers recommendations for practice and future research.
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THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOL IN NNEWI NORTH LGA OF ANAMBRA STATE
Abstract
This study investigates the impact of technology integration on students’ academic achievement and interest in mathematics at the senior secondary school level in Nnewi North Local Government Area (LGA) of Anambra State, Nigeria. With the increasing adoption of digital tools in education, this research seeks to explore how the use of technology, such as computers, software applications, and interactive learning platforms, influences students’ performance and engagement in mathematics. A mixed-methods approach was employed, combining quantitative data from pre- and post-tests to measure academic achievement and qualitative data from surveys and interviews to assess changes in students’ interest and attitudes toward mathematics. The sample consisted of senior secondary school students and mathematics teachers from selected schools in Nnewi North LGA. Findings revealed that technology integration significantly improved students’ academic performance and fostered a greater interest in mathematics. However, challenges such as inadequate infrastructure, limited teacher training, and inconsistent access to technological resources were identified as barriers to effective implementation. The study concludes that while technology has the potential to enhance mathematics education, strategic investments in infrastructure, teacher training, and policy support are essential to maximize its benefits. Recommendations are provided for stakeholders, including educators, policymakers, and school administrators, to promote sustainable technology integration in mathematics education.
Chapter One: Introduction
1.1 Background to the Study
The integration of technology into education has become a global phenomenon, transforming traditional teaching and learning methods. In recent years, the use of digital tools such as computers, interactive software, and online learning platforms has gained significant attention in enhancing students’ academic performance and engagement in various subjects, including mathematics. Mathematics, as a core subject, plays a critical role in the development of logical reasoning, problem-solving skills, and scientific literacy. However, many students, particularly at the senior secondary school level, often struggle with mathematics due to its abstract nature and perceived difficulty. This has led to a decline in students’ interest and achievement in the subject, especially in developing countries like Nigeria.
In Anambra State, particularly in Nnewi North Local Government Area (LGA), the performance of students in mathematics has been a concern for educators and policymakers. Despite efforts to improve teaching methodologies and curriculum delivery, challenges such as inadequate resources, large class sizes, and limited teacher training persist. The integration of technology in mathematics education presents an opportunity to address these challenges by making learning more interactive, engaging, and accessible. However, the extent to which technology integration impacts students’ achievement and interest in mathematics in this region remains underexplored.
1.2 Statement of the Problem
The persistent low performance and lack of interest in mathematics among senior secondary school students in Nnewi North LGA of Anambra State have raised concerns among educators, parents, and policymakers. Traditional teaching methods, which often rely on rote learning and teacher-centered approaches, have proven insufficient in addressing the diverse learning needs of students. While technology integration has been identified as a potential solution to enhance learning outcomes, its implementation in Nnewi North LGA has been inconsistent due to factors such as inadequate infrastructure, limited teacher training, and insufficient access to technological resources. This study seeks to address the gap in understanding how technology integration impacts students’ achievement and interest in mathematics in this region.
1.3 Objectives of the Study
The primary objectives of this study are:
To examine the impact of technology integration on students’ academic achievement in mathematics in senior secondary schools in Nnewi North LGA.
To assess the influence of technology integration on students’ interest and attitudes toward mathematics.
To identify the challenges associated with the integration of technology in mathematics education in Nnewi North LGA.
To provide recommendations for effective technology integration in mathematics education.
1.4 Research Questions
This study is guided by the following research questions:
What is the impact of technology integration on students’ academic achievement in mathematics in senior secondary schools in Nnewi North LGA?
How does technology integration influence students’ interest and attitudes toward mathematics?
What are the challenges associated with the integration of technology in mathematics education in Nnewi North LGA?
1.5 Hypotheses
The following hypotheses were formulated to guide the study:
There is no significant difference in the academic achievement of students taught mathematics with technology integration and those taught using traditional methods.
There is no significant difference in the interest and attitudes of students toward mathematics when technology is integrated into teaching compared to traditional methods.
1.6 Significance of the Study
This study is significant for several reasons. First, it provides empirical evidence on the impact of technology integration on students’ achievement and interest in mathematics, which can inform educational policies and practices in Nnewi North LGA and beyond. Second, the findings can guide teachers and school administrators in adopting effective strategies for integrating technology into mathematics education. Third, the study highlights the challenges associated with technology integration, offering insights for stakeholders to address these barriers. Finally, the study contributes to the broader discourse on the role of technology in enhancing education in developing countries.
1.7 Scope of the Study
This study focuses on senior secondary school students and mathematics teachers in selected schools in Nnewi North LGA of Anambra State. It examines the impact of technology integration on students’ academic achievement and interest in mathematics, as well as the challenges associated with its implementation. The study is limited to the use of digital tools such as computers, educational software, and interactive learning platforms in mathematics education.
1.8 Definition of Terms
Technology Integration: The incorporation of digital tools and resources, such as computers, software, and online platforms, into teaching and learning processes.
Academic Achievement: The measurable performance of students in mathematics, as reflected in test scores and examinations.
Interest in Mathematics: The level of enthusiasm, curiosity, and positive attitude that students exhibit toward learning mathematics.
Senior Secondary School: The final stage of secondary education, typically covering grades 10 to 12, where students prepare for higher education or vocational training.
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EFFECT OF THE USE OF GEO-BOARD IN TEACHING OF DIFFICULT CONCEPTS IN MATHEMATICS
CHAPTER ONE
Background of study
Mathematics is a “science that has an important role in education” (Ramdhani, Usodo & Subanti, 2017, p. 1). Despite this, a number of studies have been conducted about learners’ poor performance in Mathematics in South Africa. Campbell and Prew (2014), and Howie and Plomp (2002) reported that Mathematics learners perform poorly across the country. Furthermore, the role of Mathematics is “to equip learners with an ability to think critically, logically, systematically, innovatively and creatively” (Ramdhani et al, 2017, p. 1). However, Mathematics is still considered to be a difficult subject (Sani & Salahudeen, 2016). Those learners who regard Mathematics as a difficult subject tend not to have an interest in the subject. As a result their performance in Mathematics still remains poor across the country.
It seems that geometry theorems are sections in Mathematics where most teachers find it difficult to teach, in a way that learners understand easily (Adolphus, 2011). In the same vein, Cassim (2006) argues that geometric theorems is a major cause of poor performance in Mathematics. Geometric theorems are regarded as a problematic sections for some teachers, even those who did study geometry theorems up to the institutional level (Bowie, 2009). So, geometric theorems is the branch of Mathematics that relates to spatial relationships (Reddy, 2015, p. 20) and there is a tendency for teachers and learners to struggle with spatial connections. Atebe (2008, p. 13) also defined geometric theorems as “properties of spatial objects and the relations between those properties”.
Reddy (2015, p. 20) defined geometric theorems as a “branch of Mathematics that deals with relationships, properties and measurement of lines, angles, points, surface and solids”. In addition, geometric theorems seems to be a most important topic in Mathematics simply because it can be applied in different areas such as architecture, surveying and engineering. However, the performance of leaners in geometric theorems is far worse than in Algebra (De
Villiers, 1996). Research evidence (Ali, Bhagaawati and Sarmah, 2014, p. 73) revealed that “the fundamental knowledge in geometric theorems is very poor among most learners in secondary level”. Ali et al (2014, p. 76) also found that out of 120 Secondary School learners only 23% of the learners passed a test on geometry theorems.
Many researchers suggest the use of manipulative tools such as Geoboard as one of resolutions to the poor performance in geometry theorems (Orisebiyi, 2007, Meremikwu, 2008, Tapia & Marsh, 2003). Manipulative tools are “educational resources utilized to improve learners’ knowledge and skills and also to facilitate the assimilation of knowledge in order to contribute to overall development of the learners” (Sani & Salahudeen, 2016, p. 142). They further argue that these tools can be “visual or audio visual tools, like poster, flash card and tape recorder”. Manipulative tools are useful because it makes Mathematics realistic and meaningful and also it increases the memory, understanding and motivation of learners (Azuka, 2012).
The geoboard is an important manipulative tool that is easy to design and utilise in Mathematics classrooms. Scandrett (2008, p. 30) defines the Geoboard as being a versatile manipulative that can be used at all levels for teaching and learning about different areas of Mathematics. Carroll (1992) also states that the geoboard is a useful manipulative tool for problem solving and investigational approaches. Also, the geoboard can be utilized to assist the learning of geometric theorems, numeracy and measurements (Russel, 2013). A geoboard is a tool that can be made using a piece of wood and nails. This tool can be utilized to “demonstrate the properties of many plane shapes” (Sani & Salahudeen, 2016, p. 142).
Whilst the geoboard seems to be useful manipulative tool for teaching and learning of geometric theorems, does the geoboard increase learners’ understanding of geometric theorems? A study by Ali et al. (2014, p. 73) showed that “learners still struggle with geometric concepts, and the reason for fear of Mathematics is mainly due to poor geometrical conception”. Research evidence (NSC Examination Technical report, 2014, p. 62) revealed that most of learners who wrote Mathematics Paper 3 in 2012, attempted the answers for probability and statistics instead of the geometry section. Research evidence (Sani and Salahudeen, 2016, p. 146) reveals that learners who are taught geometry theorems with manipulative tools such as the geoboard perform much better than those who are taught without manipulative tools. This means that the geoboard supports learners’ understanding and appreciation of geometric theorems (DBE, 2011a). It should be noted that learners tend to develop an understanding of geometric theorems through the use of Geoboards.
Gutierrez and Fernandez (1985) also find that a Geoboard can be designed to help learners to gain a better understanding of geometric theorems. Similarly, Allen (2007, p. 15) revealed that “…using a Geoboard gives learners a better understanding of basic math skills and seems to hold their interest and help them to enjoy learning”. Even though the Geoboard has been recommended for teaching and learning of geometric theorems (Sani and Salahudeen, 2016, p. 147) its effectiveness on increasing learners’ understanding of geometric theorems has not been experimentally determined.
Mathematics as a science subject is important. Its usefulness in our present society cannot be over emphasized. It is overtly that the subject Mathematics has been proved as an essential subject in primary and secondary schools in Nigeria today. According to Malik and Salman (2018),
Mathematics is a concenter subject which serves as a foundation for pupils’ level of thinking, skill development and problem solving. Any nation that must develop their manpower scientifically and technological wise must have a strong mathematical foundation at the basic school level. Malik (2017) opined that Mathematics is a unifying subject that prepares pupils for a useful and meaningful living, and that Mathematics is the language and key to everyday activities of mankind in science and technology.
Mathematics is a science which is applied to both physical science and other fields (Ambali, 2014). Ogbonna (2007) stated that among other physical science subjects, Mathematics is the backbone in national capacity building. This is because Mathematics equips individuals with the capacity to enumerate, calculate, measure, collate, group, analyze and relate quantities and ideas, among others. In Arts and Humanities, mathematical concepts such as measurement, enlargement, symmetry, sequence, proportion, angle of elevation and depression, provide the baseline for better understanding of some related universal concepts like earth and the space (Odili, 2006). Educational institutions, whether Primary, Secondary or Tertiary, have courses that are mathematics-based or mathematically-inclined. This is because Mathematics is used for thinking about and facilitation of the learning of all other subjects especially sciences.
Mathematics is seen by society as the foundation of scientific and technological knowledge that is vital in the socio-economic development of the nation, (Anaduaka, Olaoye, and Sunday, 2018).Because of this, Mathematics is a compulsory subject at both primary and secondary levels in Nigeria. Mathematics is also used as a basic entry requirement into any of the prestigious courses in tertiary institution such as medicine, architecture and engineering among other degree programmes. Students with an interest in a subject like Mathematics are likely to be more motivated to manage their own learning and develop the requisite skills to become effective learners of that subject. Hence, interest in Mathematics is relevant when considering the development of effective learning strategies for Mathematics. In contrast, anxiety about learning Mathematics can act as a barrier to effective learning. Students who feel anxious about their ability to cope in Mathematics learning situations may avoid them and thus lose important career and life opportunities.
Despite the importance of Mathematics to societal development, it is a subject that many students fear, fail and possibly dislike (Areelu, 2014). Mathematics has always been perceived as the most difficult subject in the school curriculum (Poopola and Ajani, 2011). This has resulted in learners having a negative attitude towards the subject and this attitude seems to have existed from one generation to another. Learners, including adults, who have failed Mathematics at one time or the other, preserve this image of failure and justify their failure by devaluing the importance of the subject – an attitude that influences the efforts that educators put into the teaching of the subject (Ajani and Konku, 2012)
The students’ low achievement in Mathematics at the Basic Education Certificate Examination (BECE) has been found to be caused by the following factors, among others, e.g. lack of understanding of basic mathematical principles (Bursal and Paznokas, 2006), poor teaching and learning environment and lack of modern equipment (Adegoke, 2013), poor mathematical ability of the students (Olatoye, 2007), students’ poor attitude toward Mathematics, inadequate teaching materials, lack of motivation of both teachers and students. Other explanations target teacher expectations, teacher quality, tracking, testing, family characteristics, and student characteristics (Areelu, 2014).
This is why Odili (2006) and Iyekekpolor (2007) agreed that Mathematics education in
Nigeria is still in a deplorable state. This students’ low achievement in Mathematics has been of great concern to Mathematics educators in the country. In order to address this issue, Mathematics educators such as Harbor-Peters (2000), Iji (2012) and Obodo (2007) explored different strategies to ensure that Mathematics is properly taught and learnt in the schools. Various attempts have been made towards improving students’ low achievement in Mathematics in secondary school education without much remarkable successes. This could be due to the use of inappropriate teaching method in the Mathematics classroom. There is therefore, the need to explore more instructional strategies to enhance students’ achievement in the subject. Use of geo-board game in Mathematics
instruction is one of such strategies that researchers are exploring its efficacy. Would students’ achievement in Mathematics improve more when taught with geo-board game than when taught using other instructional strategies? Would its use bridge the gap in gender in achievement in Mathematics?
Games or plays are the birth right of every child. Hence, Mathematics educators inferred that the achievement of students in Mathematics can be achieved through games. In the words of Mwalor (1993), Mathematics games are activities involving cooperation and competition guided by standard rules. In other words, a game is a contest (play) between adversaries (players) operating under constraints (rules) in order to achieve an objective (winning or pay-off). To buttress this, Agwagah (2001) asserted that a game is a situation in which two or more participants, the players, confront one another in pursuit of certain conflicting objectives. So, for those objectives to be achieved, it involves skills, chance, and endurance on the part of two or more persons who play the game. However, a game can be considered as mathematical when the players can perceive and/or influence the course of the game on the basis of mathematical considerations (Thiele, 1994). This implies that not all games are Mathematics games. A Mathematics game must have mathematical structure. This is why this study considers geo-board game as an instructional strategy to determine its effect on the academic achievement of the junior secondary school students on selected mathematical concepts such as identifying and differentiating polygons, describing and locating coordinate points, representing and calculating areas of geometric patterns and describing their properties; demonstrating parallelogram theorem; demonstrating alternate, obtuse, acute, reflex, and vertically opposite angles.
Gender disparity in Mathematics achievement has worried scholars in the field of Mathematics. Ozomadu (2006) found no significant difference in achievement between gender and teaching method. Hydea and Mertzb (2009) observed that females have reached parity with males. Ogunkunle (2007), in separate studies, established significant difference between males and females, in favour of male Mathematics students while in another study, established difference in favour of females. These studies above, with contradictory results, have made the influence of gender on academic achievement of students inconclusive. This work, therefore, investigated the level of male and female students’ achievement when geo-board was used to teach some selected mathematical concepts.
Mass failure of Mathematics at all levels of education in Nigeria is a big challenge to the nation. Lack of interest and fear of Mathematics are hindrances to passing examination. Despite the relative importance of Mathematics in science and information based courses, as well as in medicine and social science, students’ performance in the subject in both internal and external examinations has remained consistently poor. Mathematics educators have tried and are trying to identify the major causes of problems associated with the teaching and learning of Mathematics in schools. Among the leading causes are lack of adequate preparation, shortage of qualified teachers, inadequate teaching aids, lack of good school environment and infrastructural facilities.
Also it is evident from literature that the use of Mathematics games may affect positively students’ academic achievement. Yet there is dearth of studies in this area particularly in Nigeria and so it becomes imperative to have a study that will find out if really Mathematics games (geoboard game) have effect on students’ academic achievement in Mathematics in junior secondary schools in Ideato North L. G. A., Imo state.
The main purpose of this study was to determine the effect of geo-board game on academic performance of junior secondary school students in some selected mathematical concepts.
Specifically, the study sought to determine:
The following research questions were formulated to guide the study:
The following research hypotheses were formulated for the study:
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EFFECT OF ICT VISUALIZATION TOOLS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
Chapter One:
Introduction
1.1 Background to the Study
Mathematics is widely regarded as a fundamental subject in education due to its application across various disciplines such as science, engineering, and economics. However, despite its importance, students often struggle with mathematical concepts, leading to poor performance and low interest in the subject. The complexity of abstract concepts and the traditional methods of instruction have been identified as key factors contributing to this challenge. Over the years, educators have sought innovative teaching methods to enhance students’ understanding and interest in mathematics, and the integration of Information and Communication Technology (ICT) has emerged as a promising solution.
ICT visualization tools, such as interactive simulations, graphical software, and dynamic geometry systems, have the potential to revolutionize the way mathematics is taught and learned. These tools allow students to visualize abstract mathematical concepts, interact with them in real-time, and explore various problem-solving strategies. As such, they can enhance students’ achievement by improving comprehension, fostering critical thinking, and stimulating interest in the subject.
This study investigates the effect of ICT visualization tools on students’ achievement and interest in mathematics. It seeks to understand how these tools can be used to address the challenges associated with teaching mathematics and enhance student engagement and performance.
Mathematics is an essential component of education, serving as a foundation for many disciplines such as science, engineering, and economics. Despite its significance, many students struggle with understanding mathematical concepts, leading to low achievement and a lack of interest in the subject. Traditional teaching methods, which often rely on abstract explanations and rote memorization, have been identified as insufficient in helping students grasp complex ideas, contributing to widespread disengagement and poor performance in mathematics.
In response to these challenges, Information and Communication Technology (ICT) has emerged as a powerful tool for enhancing the teaching and learning process. Among the various ICT applications, visualization tools have gained prominence due to their ability to make abstract mathematical concepts more concrete and accessible. These tools, which include interactive simulations, dynamic geometry software, and graphing programs, allow students to visualize mathematical relationships and explore problem-solving strategies in a more engaging and interactive way.
The integration of ICT visualization tools in mathematics education offers numerous potential benefits. By providing visual representations of abstract concepts, these tools can enhance students’ comprehension, foster critical thinking, and improve problem-solving skills. Additionally, they can increase students’ motivation and interest in mathematics by making learning more interactive and enjoyable. However, while the potential of ICT visualization tools is widely recognized, there is limited empirical evidence on their effectiveness in improving students’ achievement and interest in mathematics, particularly in contexts where access to technology is limited.
This study seeks to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. It aims to provide insights into how these tools can be used to enhance students’ understanding of mathematical concepts, improve their performance, and increase their engagement with the subject. By investigating the impact of ICT visualization tools on both achievement and interest, the study will contribute to the growing body of literature on the use of technology in education and provide practical recommendations for educators, policymakers, and curriculum developers.
1.2 Statement of the Problem
The persistent low performance of students in mathematics, particularly in secondary schools, has been a cause of concern for educators, policymakers, and parents alike. Despite numerous interventions and curriculum reforms, students continue to exhibit a lack of interest and poor achievement in mathematics. Traditional teaching methods, which rely heavily on rote memorization and abstract explanations, are often inadequate in helping students grasp complex mathematical concepts.
ICT tools provide an alternative approach to teaching mathematics by offering visual representations of abstract concepts and interactive experiences. However, the extent to which these tools impact student achievement and interest in mathematics is not well understood, particularly in developing countries where access to ICT resources may be limited. Therefore, there is a need to investigate the potential of ICT visualization tools in improving students’ mathematics performance and fostering a positive attitude toward the subject.
1.3 Purpose of the Study
The primary aim of this study is to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. Specifically, the study seeks to:
Evaluate the impact of ICT visualization tools on students’ understanding of mathematical concepts.
Determine the effect of ICT visualization tools on students’ achievement in mathematics.
Assess the influence of ICT visualization tools on students’ interest and engagement in mathematics.
Identify the challenges and opportunities associated with the integration of ICT visualization tools in mathematics instruction.
1.4 Research Questions
The study will be guided by the following research questions:
How do ICT visualization tools affect students’ understanding of mathematical concepts?
What is the impact of ICT visualization tools on students’ achievement in mathematics?
How do ICT visualization tools influence students’ interest in learning mathematics?
What challenges do teachers face in implementing ICT visualization tools in mathematics instruction?
1.5 Hypotheses
The following null hypotheses will be tested in the study:
There is no significant difference in students’ achievement in mathematics between those taught using ICT visualization tools and those taught using traditional methods.
There is no significant difference in students’ interest in mathematics between those exposed to ICT visualization tools and those taught using traditional methods.
1.6 Significance of the Study
This study is significant for several reasons. First, it provides empirical evidence on the effectiveness of ICT visualization tools in enhancing students’ achievement and interest in mathematics. The findings will be valuable to educators, curriculum developers, and policymakers in making informed decisions about the integration of ICT in mathematics instruction.
Second, the study will offer practical insights into how teachers can effectively use ICT visualization tools to improve students’ understanding of mathematical concepts. It will also identify potential challenges and suggest strategies for overcoming them.
Third, the study will contribute to the growing body of literature on the use of ICT in education, particularly in the context of mathematics instruction in developing countries. This could pave the way for further research on the use of technology to address learning difficulties in other subjects.
1.7 Scope of the Study
The study focuses on the effect of ICT visualization tools on students’ achievement and interest in mathematics at the secondary school level. The research will be conducted in selected secondary schools that have access to ICT facilities and are actively using ICT tools in mathematics instruction. The study will involve students in senior secondary classes and their mathematics teachers.
1.8 Definition of Terms
ICT (Information and Communication Technology): Refers to the use of technology such as computers, software, and internet resources to support and enhance the teaching and learning process.
Visualization Tools: Software applications or platforms that provide visual representations of mathematical concepts, such as graphs, diagrams, and dynamic models.
Achievement: The level of performance or success that students attain in mathematics, typically measured through assessments, tests, or examinations.
Interest: The level of curiosity, enthusiasm, or motivation that students exhibit toward learning mathematics.
Mathematics: A field of study that involves the exploration of numbers, quantities, shapes, and patterns, as well as the relationships between them.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
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BANK ACCOUNTS
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Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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EFFECT OF TWO METHODS OF TEACHING ON STUDENTS ACADEMIC ACHIEVEMENT
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Traditionally, the teaching in most Nigeria Senior secondary schools is dominated by a teacher-centered method (Zhenhui 2001, Wang & Farmer 2008). Several researchers have noted that eastern teachers of adults tend to emphasize knowledge, content, teacher-centered classrooms, and exam results while, concepts such as flexibility, problem solving, critical thinking and independent learning are not recognized (Boyle 2000, Zhenhui 2001, Adib-Hajbaghery 2005, Wang & Farmer 2008). As the teachers rely on lecture, most of Nigeria Senior secondary school students see knowledge as something to be transmitted by the teacher (Zhenhui 2001). Japanese, Chinese, Korean and Iranian students are often quiet, shy and uncommunicative in classrooms (Liu & Littlewood 1997, Adib-Hajbaghery, Salsali & Ahmadi 2004, Adib-Hajbaghery 2005, Wang & Farmer 2008). These claims are confirmed by Sato (1982), who compared the participation of Nigeria Seniorsecondary school students in the classroom interactions with that of non-Nigeria Seniorsecondary school students. Sato found that the Asians took fewer speaking turns than their non-Asian classmates. It has also been noted that Korean students prefer that the teacher be the authority (Harshbarger et al. 1986). Nigeria Seniorsecondary school students are reluctant to “stand out” by expressing their views or raising questions, particularly if this might be perceived as expressing public disagreement (Song 1995).
Some studies have also shown that most of the university teachers are not familiar with modern teaching methods (Stitt-Gohdes 2001, Farhadian et al. 2007) and traditional lectures are still the most popular instructional method in the universities (Benjamin 2002, John et al. 2007, Rahmani 2007, Saville 2009). According to Brown (2003), most of the university teachers have been taught in learning environments that were instructor centered, therefore, they teach in this way too. Factors such as simplicity of lecture presentation, its appropriateness for crowded classes, limitation of time and the massive amount of theoretical content which should be presented (Bligh 2000, Adib-Hajbaghery et al. 2004, Adib-Hajbaghery 2005, Farhadian et al. 2007) have also made the instructors to use lectures as the most popular teaching method.
Overly using of lecture method will induce a hidden curriculum that teaches students to be obedient, compliant and inexpressiveness and also will reduce their self-confidence (Espeland & Shanta 2001). Studies have shown that teacher-centered teaching methods are not appropriate to teach students in nursing or other fields that training involves context and gives it meaning (Caudron 2000). Some studies have also shown that nursing students prefer teaching methods with more student involvement (Salsali 2005, Abu-Moghli et al. 2005). Some conflicting results have also reported when academic investigators have compared the effects of lectures and more active teaching methods such (Perkins & Saris 2001, Qualters 2001, Hunt et al. 2003, Barnes & Blevins 2003, Yoder & Hochevar 2005, Riggio 2007, Saville 2009).
In a study by Yoder and Hochevar (2005) it was reported that student-led discussions not only produce favorable student performance, but also foster greater participation, self-confidence and leadership ability. Hunt et al. (2003) have also reported positive learning outcomes from team learning as compared to traditional lecture methods. In contrast to these findings, a study by Barnes and Blevins (2003) suggests that active, discussion-based methods are inferior to the lecture-based method. Some other researchers have also been compared the effects of lecture and other teaching methods like computer managed instruction (Halloran 1995), teaching in small groups (Salimi el al. 2007) technology-based instruction (Jeffries et al. 2003), and individual instruction (Coleman 2001) and reported that no significant differences were observed. A study by Qualters (2001) has also suggested that students do not favor active learning methods for the fear of not covering all of the material in the course, and anxiety about changing from traditional classroom expectations. Therefore, this question has been remained worldwide that which teaching method could be more appropriate in academic education especially for nursing students. Consequently, this study was conducted to compare the effects of teacher traditional lectures, Socratic Method, and students lectures on anxiety, exam score and students? learning satisfaction. The results of this study could be helpful for the teachers worldwide and especially in the Asian region as they have similar academic structures with Iran, in which the present study was conducted.
1.2 1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the teaching methods take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase teaching methods across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum teaching methods are relaxed, policymakers need to bear in mind that the effect of any increase in teaching methods will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in teaching methods might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing teaching methods.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated teaching methods due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Physical health education, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF STUDY
1. To evaluate the effect of two teaching methods on students academic achievement in Seniorsecondary schools.
2. To assess the level of performance of students on biology based on the teaching method adopted by the teachers.
3. To evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
4. To find out whether the Seniorsecondary school students who take biology are motivated to learn the subject matter because of their teachers’ teaching styles. Thus, this study tried to answer the following questions:
What teaching style/s used by teachers that are most preferred by the biology students.
5. To know the level of the biology students’ attitude towards the subject.
6. To whether there is a relationship between students’ preferred teaching styles and their attitude towards biology subject.
7. To evaluate the significant difference of the students’ preferred teaching styles based on gender and race.
1.4 RESEARCH QUESTION
1. What are the effect of two teaching methods on students academic achievement in Seniorsecondary schools?
2. Can one assess the level of performance of students on biology based on the teaching method adopted by the teachers?
3. Is it possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology?
4. What is the level of the biology students’ attitude towards the subject?
5. Is there a relationship between students’ preferred teaching styles and their attitude towards biology subject?
6. Is there a significant difference of the students’ preferred teaching styles based on gender and race?
1.5 RESEARCH HYPOTHESIS
H0: Two teaching methods has negative effect on students academic achievement in Seniorsecondary schools.
H1: Two teaching methods has positive effect on students academic achievement in Seniorsecondary schools.
H0: One cannot assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H1: One can assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H0: It is impossible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology
H1: It is possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
H0: There is no significant difference of the students’ preferred teaching styles based on gender and race.
H1: There is a significant difference of the students’ preferred teaching styles based on gender and race.
1.6 SIGNIFICANCE OF THE STUDY
The major concern of the study is two teaching methods and effective teaching
and learning of biology in the Seniorsecondary school usingselected Seniorsecondary schools in Ijebu-Ode Local Government Area of Ogun State as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation
may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the students and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
The significance of the study, therefore is to identify the effect of classroom environment on the teaching and learning of Biology in secondary schools in Ofu local government area. The findings will be of immense use in the counseling programme even for brilliant students to improve on their standard.. Biology is as important to a country as protein is to young ones. For better understanding and to keep them in function of science and technology it works as a vital device, the discipline acts as the vital role of an initiate to the much desired technological development needed for the national development. It has become an essential objective for the education of Biology to facilitate the students to build up abilities to distinguish the relation between Biology and the facts of life, and to recognize and realize the character of Biology performing in the human life. The performances of female and male students in Biology are different by inequalities in their physiological structures. Even though the majority of the researchers have found the better performance of boys than girls particularly in higher education, a small number of other researchers found that girls performance better than boys and during early education, a number of other researcher found no important difference. An analysis of some gender based studies that were done in the decade between 1985 and 1995 showed that there is a significant discrepancy in the literature in the disparity performance between girls and boys in the subject of Biology. The researchers noted that by means of the contradictory results and noteworthy procedural flaws observed, further experimental researches are required to explore the reality of gender bias in the classroom (Fennema and Sherman, 1978).
1.7 SCOPE OF THE STUDY
This study is centered on effect of two teaching methods on academic achievement of seniorsecondary school in biology.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers and students in Ijebu-Ode Local Government Area of Ogun State find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Teaching: Teaching is a process of assisting a learner to acquire knowledge and skills or experiences that could foster effectiveness in the later age. Thus, once a child learns what he has been taught teaching is said to have taken place. During the teaching/learning process, the teacher has to adopt a particular method or methods to impact knowledge to the learners coupled with useful materials that could help a learner to learn.
Attitudes: Attitudes are defined as “a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert feelings of favorability or unfavorability toward an object, person, issue, or behavior. People learn attitudes over time by being in contact with the object directly (experience) or through receiving information about the object.
Main idea: The is the key or point that dominates the passage.
Word to word: Reading of every word of the passage one by one without any transition skill from one phrase to another.
Diagnosis: This is the investigation of the nature of the course and extent of the nature of the students’ strength and weakness.
Literal meaning: This involves ordinary meaning of words basic or usual meaning of a word or phrase.
Evaluation: This is the ability to read beyond the line. It involves critical assessment of the reader what he is reading.
Cognitive: Ability of knowing how to, knowing what and the ability of the reader to use experience.
Affective reading: Good reading and caring for materials.
Languages: A systematic means of conventionalized signs, sounds, gestures, or marks having understood meaning.
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• Factors- one that actively contributes to an accomplishments,results, or process
• Develop- to bring out the capabilities or possibilities of
• Study Habits- manner which you consistently use to study for school or college or even for the next day lesson.
• Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.
Operational Definition:
• Factors- these refers to anything that affects study habits
• Develop- refers to fast or gradual changes in a range of time
• Study Habits- refers to the ways of studying on a particular subject
• XU Students- referring to all officially enrolled students of Community primary school Nkwerre.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALSFOR EFFECTIVE TEACHING AND LEARNING OF MATHEMATICS IN SOME SELECTED SECONDARY SCHOOLS
TABLE OF CONTENT
Chapter One
1.1 Background of the study
1.2 Mathematics of Instructional materials
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitations of the study
Chapter Two
Literature Review
Chapter three
3.1 Research Design
3.2 Sample area or scope of the study
3.3 Sample subject
3.4 Sample techniques
3.5 Validity and Reliability
3.6 Administration of the instrument
3.7 Method of data analysis
Chapter Four
4.1 Analysis of data interpretation and discussion
Chapter Five
5.1 Summary
5.2 Recommendations
5.3 Conclusion
Bibliography
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The project discusses how secondary school teachers can enhance their classroom performance through the identification and effective utilization of appropriate instructional materials. The ability of the teacher to educate does not depend only on the possession of the relevant knowledge at a given time but the use of good instructional materials appropriate to the needs of t he students. The idea of using instructional materials to enhance teaching and learning is not new, as Greek geometers draw diagrams on sand, Jesus Christ used parable which were story illustration that helped his listeners to understand his message (Obujes Obudu Journal of Education Studies Vol. No 1 July 1992).
Instructional materials can be seen as those materials, which aids the teacher in teaching his/her lesson in the class. Instructional materials of curriculum materials were succinctly defined by Oyejemezi (1981) as all the available materials, which appeal to all the sense and feeling and aid learning. Instructional materials are tools ranging from most elementary and home made device to highly complex machines designed to help teachers cope with specific teaching needs and proffer solutions to them for a teacher to administer instructional materials in teaching, there must be the presence of students who are ready to learn.
The use of instructional materials is very essential and school lacking the necessary materials, for teaching, do not reasonably achieve its objective. What the effectiveness of teaching possible is not only the quality of teacher but also equipment and materials that will aid the teacher and students performance. Some instructional materials can be drawn and module by the students, hence it promotes fast learning. Studies on teacher education and use of instructional materials have been out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1999) and Agun (1986) pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well.
Learning aids are instructional materials and devices through which teaching and learning are done in school examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall chart, illustrated pictures, pictorial materials and other two dimensional objects. It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the learning aids they do so consciously because they known that the use have positive effect on learning out comes as their cognate experience during teaching practice supervision reveals.
Some investigators claim that whenever they taught with some of the learning aids their students gets more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach as a result students participate better in class activity.
HISTORICAL BACKGROUND OF EGOR LOCAL GOVERNMENT
Egor Local Government was formerly a part of Oredo Local Government until 1996 when it was carried out by the Sanni Abacha Administration. It has its head quarters at Uselu. The communities in Egor include Uselu, Egor, Uwelu, Ugbowo, Iguosa, Osakwe, Egor and Ogunwenyi.
Tourism attractions include the university of Benin and its Teaching Hospitals, Grown Status, Bronze, Brass work and Terro Coffees.
Natural resources/Industrial Raw Materials include Cassava, Yam, Pepper, Tomatoes, Vegetables, Pineapple, rubber, Clary, Kaolin and Timber.
The infrastructure in the local government include electricity good network of roads, potable water, telephone and other tele communications facilities.
Health services are provided by public and primary health centres public and private hospital clinics and maternity homes. The university of Benin Teaching Hospital, the best. In the state is located in the local government.
The local government has one of the highest concentrations of educational institution in Edo State. Public and private institutions of learning abound in the local government. The university of Benin, a federal university, the first in Nigeria is located in the Local Government Area.
1.2 MATHEMATICS OF INSTRUCTIONAL MATERIALS
Much of the foundation of the field of instructional design was laid in World War II, when the US military faced the need to rapidly train large number of people to perform complex technical task, from fieldstripping a carbine to navigating across the ocean to building a bomber. After the (World War II) the success of the wartime training model was replicated in business and industrial training and to a lesson extent in the secondary classroom. Benjamin Bloom (1955) published an influential taxonomy of what he termed the three domains of learning. Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (What we feel, or what attitude we have). This taxonomy still influences the design of instructional materials.
Instructional materials as defined in education code section 60010(L) provide instruction designed to ensure that students master all the mathematics contents standards for the installed grade level.
1.3 STATEMENT OF THE PROBLEM
The researcher intends to examine the following areas:
1. Importance of instructional materials to the academic.
2. Performance of secondary school students
3. Identification and selection of appropriate instructional materials.
4. Guidelines for effective use of instructional materials.
1.4 PURPOSE OF THE STUDY
For the purpose of this study, the researcher will
1. Analyze the needs or importance of teaching aids/instructional materials in the teaching learning process.
2. Find out if the schools are properly equipped with various instructional materials.
3. Find out if the teacher uses available teaching aids/instructional materials when teaching their subjects.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulates children’s interest in learning and helps them to recollect what they have been taught.
1.6 SCOPE OF THE STUDY
This study will be carried out in six secondary schools in Egor Local Government area of Edo State which have been selected randomly those are:
1. Uselu Secondary School
2. Use Secondary School
3. Egor Secondary School
4. Uwelu Secondary School
5. Evbareke Secondary School
6. Federal Grils College
7. Adolor Secondary Schools.
8. Iyoba Girls College.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
THE EFFECT OF ICT VISUALIZATION TOOLS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
Chapter One:
Introduction
1.1 Background to the Study
Mathematics is widely regarded as a fundamental subject in education due to its application across various disciplines such as science, engineering, and economics. However, despite its importance, students often struggle with mathematical concepts, leading to poor performance and low interest in the subject. The complexity of abstract concepts and the traditional methods of instruction have been identified as key factors contributing to this challenge. Over the years, educators have sought innovative teaching methods to enhance students’ understanding and interest in mathematics, and the integration of Information and Communication Technology (ICT) has emerged as a promising solution.
ICT visualization tools, such as interactive simulations, graphical software, and dynamic geometry systems, have the potential to revolutionize the way mathematics is taught and learned. These tools allow students to visualize abstract mathematical concepts, interact with them in real-time, and explore various problem-solving strategies. As such, they can enhance students’ achievement by improving comprehension, fostering critical thinking, and stimulating interest in the subject.
This study investigates the effect of ICT visualization tools on students’ achievement and interest in mathematics. It seeks to understand how these tools can be used to address the challenges associated with teaching mathematics and enhance student engagement and performance.
Mathematics is an essential component of education, serving as a foundation for many disciplines such as science, engineering, and economics. Despite its significance, many students struggle with understanding mathematical concepts, leading to low achievement and a lack of interest in the subject. Traditional teaching methods, which often rely on abstract explanations and rote memorization, have been identified as insufficient in helping students grasp complex ideas, contributing to widespread disengagement and poor performance in mathematics.
In response to these challenges, Information and Communication Technology (ICT) has emerged as a powerful tool for enhancing the teaching and learning process. Among the various ICT applications, visualization tools have gained prominence due to their ability to make abstract mathematical concepts more concrete and accessible. These tools, which include interactive simulations, dynamic geometry software, and graphing programs, allow students to visualize mathematical relationships and explore problem-solving strategies in a more engaging and interactive way.
The integration of ICT visualization tools in mathematics education offers numerous potential benefits. By providing visual representations of abstract concepts, these tools can enhance students’ comprehension, foster critical thinking, and improve problem-solving skills. Additionally, they can increase students’ motivation and interest in mathematics by making learning more interactive and enjoyable. However, while the potential of ICT visualization tools is widely recognized, there is limited empirical evidence on their effectiveness in improving students’ achievement and interest in mathematics, particularly in contexts where access to technology is limited.
This study seeks to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. It aims to provide insights into how these tools can be used to enhance students’ understanding of mathematical concepts, improve their performance, and increase their engagement with the subject. By investigating the impact of ICT visualization tools on both achievement and interest, the study will contribute to the growing body of literature on the use of technology in education and provide practical recommendations for educators, policymakers, and curriculum developers.
1.2 Statement of the Problem
The persistent low performance of students in mathematics, particularly in secondary schools, has been a cause of concern for educators, policymakers, and parents alike. Despite numerous interventions and curriculum reforms, students continue to exhibit a lack of interest and poor achievement in mathematics. Traditional teaching methods, which rely heavily on rote memorization and abstract explanations, are often inadequate in helping students grasp complex mathematical concepts.
ICT tools provide an alternative approach to teaching mathematics by offering visual representations of abstract concepts and interactive experiences. However, the extent to which these tools impact student achievement and interest in mathematics is not well understood, particularly in developing countries where access to ICT resources may be limited. Therefore, there is a need to investigate the potential of ICT visualization tools in improving students’ mathematics performance and fostering a positive attitude toward the subject.
1.3 Purpose of the Study
The primary aim of this study is to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. Specifically, the study seeks to:
Evaluate the impact of ICT visualization tools on students’ understanding of mathematical concepts.
Determine the effect of ICT visualization tools on students’ achievement in mathematics.
Assess the influence of ICT visualization tools on students’ interest and engagement in mathematics.
Identify the challenges and opportunities associated with the integration of ICT visualization tools in mathematics instruction.
1.4 Research Questions
The study will be guided by the following research questions:
How do ICT visualization tools affect students’ understanding of mathematical concepts?
What is the impact of ICT visualization tools on students’ achievement in mathematics?
How do ICT visualization tools influence students’ interest in learning mathematics?
What challenges do teachers face in implementing ICT visualization tools in mathematics instruction?
1.5 Hypotheses
The following null hypotheses will be tested in the study:
There is no significant difference in students’ achievement in mathematics between those taught using ICT visualization tools and those taught using traditional methods.
There is no significant difference in students’ interest in mathematics between those exposed to ICT visualization tools and those taught using traditional methods.
1.6 Significance of the Study
This study is significant for several reasons. First, it provides empirical evidence on the effectiveness of ICT visualization tools in enhancing students’ achievement and interest in mathematics. The findings will be valuable to educators, curriculum developers, and policymakers in making informed decisions about the integration of ICT in mathematics instruction.
Second, the study will offer practical insights into how teachers can effectively use ICT visualization tools to improve students’ understanding of mathematical concepts. It will also identify potential challenges and suggest strategies for overcoming them.
Third, the study will contribute to the growing body of literature on the use of ICT in education, particularly in the context of mathematics instruction in developing countries. This could pave the way for further research on the use of technology to address learning difficulties in other subjects.
1.7 Scope of the Study
The study focuses on the effect of ICT visualization tools on students’ achievement and interest in mathematics at the secondary school level. The research will be conducted in selected secondary schools that have access to ICT facilities and are actively using ICT tools in mathematics instruction. The study will involve students in senior secondary classes and their mathematics teachers.
1.8 Definition of Terms
ICT (Information and Communication Technology): Refers to the use of technology such as computers, software, and internet resources to support and enhance the teaching and learning process.
Visualization Tools: Software applications or platforms that provide visual representations of mathematical concepts, such as graphs, diagrams, and dynamic models.
Achievement: The level of performance or success that students attain in mathematics, typically measured through assessments, tests, or examinations.
Interest: The level of curiosity, enthusiasm, or motivation that students exhibit toward learning mathematics.
Mathematics: A field of study that involves the exploration of numbers, quantities, shapes, and patterns, as well as the relationships between them.
HOW TO RECEIVE PROJECT MATERIAL (S)
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE EFFECT OF ICT VISUALIZATION TOOLS ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS
Chapter One: Introduction
1.1 Background to the Study
Mathematics is widely regarded as a fundamental subject in education due to its application across various disciplines such as science, engineering, and economics. However, despite its importance, students often struggle with mathematical concepts, leading to poor performance and low interest in the subject. The complexity of abstract concepts and the traditional methods of instruction have been identified as key factors contributing to this challenge. Over the years, educators have sought innovative teaching methods to enhance students’ understanding and interest in mathematics, and the integration of Information and Communication Technology (ICT) has emerged as a promising solution.
ICT visualization tools, such as interactive simulations, graphical software, and dynamic geometry systems, have the potential to revolutionize the way mathematics is taught and learned. These tools allow students to visualize abstract mathematical concepts, interact with them in real-time, and explore various problem-solving strategies. As such, they can enhance students’ achievement by improving comprehension, fostering critical thinking, and stimulating interest in the subject.
This study investigates the effect of ICT visualization tools on students’ achievement and interest in mathematics. It seeks to understand how these tools can be used to address the challenges associated with teaching mathematics and enhance student engagement and performance.
Mathematics is an essential component of education, serving as a foundation for many disciplines such as science, engineering, and economics. Despite its significance, many students struggle with understanding mathematical concepts, leading to low achievement and a lack of interest in the subject. Traditional teaching methods, which often rely on abstract explanations and rote memorization, have been identified as insufficient in helping students grasp complex ideas, contributing to widespread disengagement and poor performance in mathematics.
In response to these challenges, Information and Communication Technology (ICT) has emerged as a powerful tool for enhancing the teaching and learning process. Among the various ICT applications, visualization tools have gained prominence due to their ability to make abstract mathematical concepts more concrete and accessible. These tools, which include interactive simulations, dynamic geometry software, and graphing programs, allow students to visualize mathematical relationships and explore problem-solving strategies in a more engaging and interactive way.
The integration of ICT visualization tools in mathematics education offers numerous potential benefits. By providing visual representations of abstract concepts, these tools can enhance students’ comprehension, foster critical thinking, and improve problem-solving skills. Additionally, they can increase students’ motivation and interest in mathematics by making learning more interactive and enjoyable. However, while the potential of ICT visualization tools is widely recognized, there is limited empirical evidence on their effectiveness in improving students’ achievement and interest in mathematics, particularly in contexts where access to technology is limited.
This study seeks to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. It aims to provide insights into how these tools can be used to enhance students’ understanding of mathematical concepts, improve their performance, and increase their engagement with the subject. By investigating the impact of ICT visualization tools on both achievement and interest, the study will contribute to the growing body of literature on the use of technology in education and provide practical recommendations for educators, policymakers, and curriculum developers.
1.2 Statement of the Problem
The persistent low performance of students in mathematics, particularly in secondary schools, has been a cause of concern for educators, policymakers, and parents alike. Despite numerous interventions and curriculum reforms, students continue to exhibit a lack of interest and poor achievement in mathematics. Traditional teaching methods, which rely heavily on rote memorization and abstract explanations, are often inadequate in helping students grasp complex mathematical concepts.
ICT tools provide an alternative approach to teaching mathematics by offering visual representations of abstract concepts and interactive experiences. However, the extent to which these tools impact student achievement and interest in mathematics is not well understood, particularly in developing countries where access to ICT resources may be limited. Therefore, there is a need to investigate the potential of ICT visualization tools in improving students’ mathematics performance and fostering a positive attitude toward the subject.
1.3 Purpose of the Study
The primary aim of this study is to examine the effect of ICT visualization tools on students’ achievement and interest in mathematics. Specifically, the study seeks to:
Evaluate the impact of ICT visualization tools on students’ understanding of mathematical concepts.
Determine the effect of ICT visualization tools on students’ achievement in mathematics.
Assess the influence of ICT visualization tools on students’ interest and engagement in mathematics.
Identify the challenges and opportunities associated with the integration of ICT visualization tools in mathematics instruction.
1.4 Research Questions
The study will be guided by the following research questions:
How do ICT visualization tools affect students’ understanding of mathematical concepts?
What is the impact of ICT visualization tools on students’ achievement in mathematics?
How do ICT visualization tools influence students’ interest in learning mathematics?
What challenges do teachers face in implementing ICT visualization tools in mathematics instruction?
1.5 Hypotheses
The following null hypotheses will be tested in the study:
There is no significant difference in students’ achievement in mathematics between those taught using ICT visualization tools and those taught using traditional methods.
There is no significant difference in students’ interest in mathematics between those exposed to ICT visualization tools and those taught using traditional methods.
1.6 Significance of the Study
This study is significant for several reasons. First, it provides empirical evidence on the effectiveness of ICT visualization tools in enhancing students’ achievement and interest in mathematics. The findings will be valuable to educators, curriculum developers, and policymakers in making informed decisions about the integration of ICT in mathematics instruction.
Second, the study will offer practical insights into how teachers can effectively use ICT visualization tools to improve students’ understanding of mathematical concepts. It will also identify potential challenges and suggest strategies for overcoming them.
Third, the study will contribute to the growing body of literature on the use of ICT in education, particularly in the context of mathematics instruction in developing countries. This could pave the way for further research on the use of technology to address learning difficulties in other subjects.
1.7 Scope of the Study
The study focuses on the effect of ICT visualization tools on students’ achievement and interest in mathematics at the secondary school level. The research will be conducted in selected secondary schools that have access to ICT facilities and are actively using ICT tools in mathematics instruction. The study will involve students in senior secondary classes and their mathematics teachers.
1.8 Definition of Terms
ICT (Information and Communication Technology): Refers to the use of technology such as computers, software, and internet resources to support and enhance the teaching and learning process.
Visualization Tools: Software applications or platforms that provide visual representations of mathematical concepts, such as graphs, diagrams, and dynamic models.
Achievement: The level of performance or success that students attain in mathematics, typically measured through assessments, tests, or examinations.
Interest: The level of curiosity, enthusiasm, or motivation that students exhibit toward learning mathematics.
Mathematics: A field of study that involves the exploration of numbers, quantities, shapes, and patterns, as well as the relationships between them.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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WHATSAPP US ON: 08137701720
COMPARATIVE STUDY OF ATTITUDE OF MALE AND FEMALE STUDENTS TO MATHEMATICS AND THEIR ACHIEVEMENTS IN SENIOR SECONDARY SCHOOL
Abstract
This study aims to investigate the differences in attitudes toward mathematics between male and female students in senior secondary schools and how these attitudes correlate with their academic achievements in the subject. A mixed-methods approach was employed, utilizing both quantitative surveys and qualitative interviews to gather data from a sample of 200 senior secondary school students across various schools. The findings indicate significant differences in attitudes, with male students displaying more positive attitudes toward mathematics compared to their female counterparts. However, academic achievements in mathematics revealed no substantial gender disparity, as both male and female students performed similarly in standardized tests. The study suggests that while gender differences in attitude exist, they do not translate into differences in academic achievement. Recommendations are made for educators to foster positive attitudes towards mathematics among female students, emphasizing the importance of supportive learning environments and tailored instructional strategies.
TABLE OF CONTENTS
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Definition of Key Terms
Chapter Two: Literature Review
2.1 Conceptual Framework
2.1.1 Gender and Attitude Towards Mathematics
2.1.2 Factors Affecting Students’ Attitude to Mathematics
2.1.3 Gender Differences in Academic Achievement in Mathematics
2.2 Theoretical Framework
2.2.1 Social Learning Theory
2.2.2 Expectancy-Value Theory
2.3 Empirical Studies
2.4 Summary of Literature Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Techniques
3.4 Instrumentation
3.5 Validity and Reliability of Instruments
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Ethical Considerations
Chapter Four: Data Presentation, Analysis, and Interpretation
4.1 Demographic Characteristics of Respondents
4.2 Analysis of Research Questions
4.3 Testing of Hypotheses
4.4 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Implications for Practice
5.5 Suggestions for Further Research
References
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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WHATSAPP US ON: 08137701720
EFFECT OF PERIODIC TESTING ON STUDENT ACADEMIC ACHIEVEMENT IN STUDYING MATHEMATICS IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
The evaluation of students’ progress and the ultimate level of achievement in schools is a very important part of any educational system. The utilization of formative testing in the teaching learning process involve breaking up the subject matter content or course into smaller hierarchical units for instruction; specifying objectives for each units; designing and administration of validated formative test; offering a group based remediation in areas where students are deficient before moving to another units and then administration of summative test on completion of all units.
Ajogbeje (2010) opined that the breaking up of subject or course into small units enable students to adequately prepare for periodic tests. And these periodic tests also provide a means of getting the students to be more involved and committed to the teaching-learning process thereby enhancing their performance. Hence the regular testing of students’ ability as demanded by the “6-3-3-4” system of education assists greatly in discovering the performance of students and could also be used to improve learning The essence of using tests and other evaluation instruments during the instructional process is to guide, direct and monitor students’ learning and progress towards attainment of course objectives (Alonge, 2004; Kolawole, 2010).
Teachers and learners cannot perform optimally or effectively without the availability of adequate information on student’s standing at any given time and the extent of his progress towards the achievement of instructional objectives.
Hence, the tests given periodically, as continuous assessment tests, are supposed to remove the threatening effects of a single test (summative test) generally given at the end of a course of study.
Some of the aspects of continuous assessment that are very relevant the teaching-learning outcomes include the frequency of the period of reporting on teacher-learner achievements, effecting immediate feedback of results into the teaching-learning situation and the emphasis that the results of these in-course assessments be combined with those of terminal assessments in deciding the final output of the individual learner. Bardwell (1981) submitted that feedback is the information, which a teacher provides a student about his/her performance on a particular task or test. He further argued that when such information is provided, the student concern begins to have a better understanding of his/her capabilities and he/she might begins also to have a different perception of himself/herself.
Studies have shown that feedback provides (1) reinforcement effect (Gronlund & Linn, 1990) and (2) correctional information (Bardwell, 1981; Gronlund & Linn, 1990). Ajogbeje (2012a) opined that formative evaluation process includes the provision of feedback to students on their scores or performance in a given test. Kulharvy (1977) reported that there are two conditions under which feedback does not perform its facilitative role.
One, if the feedback has high availability for the learner before he responds and two, if the material studied is very difficult for the learner. He further stated that in the absence of these conditions, one would conclude that studies which are based on both theories agreed that feedback on performance helps to confirm correct responses as well as to identify and correct errors. This correctional function is probably the most important aspect of feedback, and if one was given the choice, feedback following wrong responses probably has the greatest positive effect. Hence in this study, feedback was used as means of effecting correction and reinforcing students learning.
Among educators, an excellent way to incite a debate is to discuss the strengths and weaknesses of any particular testing protocol. In an era of unprecedented change to the educational landscape, including curricula innovations, new approaches to teaching and assessment, and an emphasis on process improvement have created an environment that is often referred to as learning-centered (Ramaley & Leskes, 2002).
Additionally, the proliferation of distance education and the abundance of credible on-line degree and certification programs have highlighted student interest and motivation. In this dynamic educational environment there has also been an increase in concerns about testing protocols, addressing learning outcomes, and assessment of student performance (Yang & Cornelious, 2005). These realities coupled with the inexorable transition from traditional pencil-and-paper exams to computer-mediated exams have authors investigating many different aspects of various new testing protocols including; test anxiety, preparation, and how students feel about various exam modes (Alltizer & Clausen, 2008).
With alternative educational approaches, there are often concerns about cheating and plagiarism (Damast, 2007) and discussion on how to address them (Williams, 2006) continue as well. These pressures for transformation have also motivated educators to investigate a wide variety of improvement opportunities including testing, assessment, and assurance of learning. We feel examining open-book exams, and making the findings available, will encourage educators to investigate and identify opportunities for educational process improvement.
1.2 STATEMENT OF THE PROBLEM:
The study on the effect of periodic testing on students’ academic achievement in studying mathematics in senior secondary school came about as a result of deficiency of secondary school students in some topics in Mathematics due to the method of teaching of those topics. Secondly most of the research has been carried out on other methods of teaching but not even a single research has been done on effect of periodic testing on student academic achievement in studying mathematics in secondary school.
1.3 AIMS AND OBJECTIVES OF STUDY
The main aim of the research work is to determine the effect of periodic testing on student academic achievement in studying mathematics in senior secondary schools. Other specific objectives of the study include:
1 to determine the constraints and limitations teacher face in the use of periodic method of teaching.
2 to determine teacher’s competencies and ability in the use of identified teaching method.
3 to determine the influence of periodic testing on male and female.
4 to explore possible strategies to encourage teachers on the use of other method of teaching.
1.4 RESEARCH QUESTIONS
1 What are the constraints and limitations teacher faces in the use of periodic method of teaching?
2 How can teacher’s competencies and ability in the use of identified teaching method be determined?
3 How does periodic testing method influence male and female?
4 What are the possible strategies in encouraging teachers on the use of other method of teaching?
1.5 STATEMENT OF RESEARCH HYPOTHESIS
Hypothesis 1
H0 There is no significance differences in the academic achievement of students in economic under periodic testing method and other method of teaching.
H1 There is significance differences in the academic achievement of students in economic under periodic testing method and other method of teaching.
Hypothesis 2
H0 there is no difference based on gender on the assimilation of students under periodic testing method.
H1 There is difference based on gender on the assimilation of student under periodic testing method.
1.6 SIGNIFICANCE OF STUDY
The study on the effect of periodic testing on student academic achievement in studying mathematics in senior secondary schools will be of immense benefit to the entire secondary schools in Jos. The findings will reveal the factors affecting periodical testing method of teaching and also will educate the teachers to use other method of teaching to enhance a good academic achievement of students of mathematics. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research.
1.7 SCOPE OF STUDY
The study on effect of periodic testing on student academic achievement in studying Mathematics in senior secondary school is limited to Jos (North).
1.8 DEFINITION OF TERMS
Effect: A change which is a result or consequence of an action or other cause.
Periodic: Appearing or occurring at intervals.
TestingAn assessment intended to measure the respondents’ knowledge or other abilities.
Student:A learner or someone who attends an educational institution.
Academic Achievement Is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
Studying: application of the mind to the acquisition of knowledge by reading, investigation, or reflection.
Mathematics: It is a social science concerned with the production, distribution and consumption of goods and service
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>