Effects of Interactive Mathematics Software on Grade-5 Learners’ Performance

Abstract

In order to cope with globalisation and the growing world of work, educational systems are challenged to improve the quality of education. The use of technology in education attracts the focus of developing countries aiming at raising their educational status to fit the global scale. Therefore, Rwanda education system is promoting the use of ICT in primary and secondary education as an instructional tool. Interactive Mathematics (IM) software for Rwanda was developed to support the effective implementation of the Competence Based Curriculum (CBC) of mathematics in primary level. Designed as quasi-experimental using control and experimental groups, this study was conducted in urban public and private schools to investigate the effect of IM software on grade-5 learners' performance. Considering IM software as a new technology under piloting phase, this study was grounded in TPACK framework with theories of technology acceptance model. Data collected through pre-test and post-test in form of scores were analysed using SPSS 23.0 to compute the statistical effect of the teaching interventions. From results, IM software descriptively showed a greater performance than the traditional class, based on the effect size of significance and learning gains. Using repeated measures ANOVA through the general linear model, it was found that IM improved learners' performance more in public than private schools, although private schools showed a high-performance level at both pre-and post-test stages. Despite that, males’ performance remained higher than females’ although females descriptively improved in post-test. The study suggests conducting qualitative studies that would bring more information about the features of IM in quality mathematics education.