IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOLS IN NNEWI NORTH LGA OF ANAMBRA STATE

THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOLS IN NNEWI NORTH LGA OF ANAMBRA STATE

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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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