The study investigated the impact of Geogebra Software on students' achievement in geometry. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasiexperimental research type adopting the pre-test post test non-equivalent control design. A sample of 114 senior secondary two (SS II) students was used for the study. The instrument for data collection was researchers made objective test with reliability coefficient of 0.80 determined using Kuder-Richardson (KR 20 ) formula. The experiment group was taught geometry using Geogebra software while the control group was taught using conventional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using ANCOVA statistical tool at 0.05 level of significance. The result of the study revealed that Geogebra software was effective in improving students' achievement in geometry irrespective of gender. Based on the result, it was recommended that Geogebra software should be introduced in secondary schools to enable teachers use them for teaching mathematics.
The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.
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