THE EFFECT OF ICT IN TEACHING AND LEARNING OF GEOMETRY
IN JUNIOR SECONDARY SCHOOL. A CASE STUDY OF SOME
SECONDARY SCHOOL IN ZARIA LOCAL GOVERNMENT
KADUNA STATE, NIGERIA
BY
ABDLRAHMAN HUDU ROGO
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+2349031904558
EMAIL:abdulrahamanhd@gmail.com
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abdulrahamanhd@outloook.com
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CONTACT THE ABOVE NUMBER OR MAILS
1
ABSTRACT
This research project was an attempt to find out the effect of ICT in teaching and
learning of geometry in junior secondary School. A case study of some secondary school
in Zaria local government Kaduna State The instrument used for gathering data was
Mathematics Achievement test (MAT) The population of the study was cover only Zaria
local government Kaduna State. 20 Government Junior secondary schools where use
with total number of 33,267 Students. The findings of the research indicated that use of
ICT will played a vital role for academic performance of the students in Geometry.
Similarly, some recommendation were also made. It is recommended, Government
should sensitize and encourage the ICT industry and other companies in the private
sector especially mobile phone operators (MTN, AIRTEL, GLO ETC.) to invest in
education of future Nigeria students. It also recommended that Proper implementation
of ICT in teachers training institution project as well as producing qualified ICT
personnel for sustainable take up of information technology in schools.
2
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The world is experiencing a third wave of social and technology
transformation as the society is becoming more oriented to the information and
communication technology (ICT). ICT is one of the various factors that are drastically
influencing educational success in the educational section. Adamu (2004) sees ICT as a
set of technological tools and resources used to communicate and create disseminate to
store and manage information, the information dissemination is easily possible through
computer technologies in teaching and learning of mathematics in secondary schools.
Markauskaite (2006) opines that the introduction of computer technology into teaching
and learning is a giant stride towards the quality of education.
The use of technology when studying mathematics is not a new issue, since
humankind always has been looking for solutions to avoid time consuming routine
work. The use of technology has a long history in mathematics education. Starting from
magic slate, book, magic lantern, Blackboard, OHP, radio, Slide rule video tape,
Television, Calculator, computer, Interactive Board, Apple I pad all come under
technology. Paper money and coins, beans, bears, buttons, and other small items are
helpful for counting and computation skills. Straws, grouped by tens, are great for
teaching Mathematics. Geo boards are useful for introducing geometric concepts.
Clinometers are useful for teaching and learning of Trigonometry. An abacus allows
children to conceptualize math formulas by working with tangible objects.
3
Digital technologies / Information Communication technologies
For thousands of years, humans made presentations using only the tools they were born
with: their voice and body. That was followed by tools such as chalkboards and
projectors, and then by digital tools such as PowerPoint. More recently other tools have
emerged, such as Slide rocket, Prezi, Glogster, Animoto, and Magnify. Since the
1980’s, the importance of computer support in the teaching and learning of mathematics
In general, Geometric in particular especially in junior secondary classes is over
emphasized.
Information and Communication Technology (ICT) is basically an
umbrella term that encompasses all communication technologies such as internet,
wireless networks, cell phones, satellite communications, digital television computer
and network hardware and software; as well as the equipment and services associated
with these technologies, such as video conferencing, e-mail and blogs etc. that provide
access to information.
Srinivasa (2000) had earlier recommended the use of mathematical technology in
teaching geometry in mathematics. According to him, this will lead the students to
information to concept out of experience with discrete object. In this case the vague
theories and the imaginary object take real shape and the student understand better.
Mathematics occupies a unique position in the school curriculum. Mathematics is
central to many science related courses such as medicine pharmacy, biomathematics
and so on. It is obvious that no students intending to study these disciplines can do
without mathematics. These factor and others have drawn attention of researchers and
curriculum planners towards mathematics as a subject in school curriculum (Kareen
4
2003), in spite of the importance and popularity of mathematics among Nigerian
students’ performance at junior secondary school level It has been observed that poor
performance in science courses are caused by poor quality of science teacher,
overcrowded classrooms and lack of suitable and adequate science equipment among
others (Abduilahi 1982: Bajah 1979, Kareen 2003: Oguniyi 1979) student perform
poorly in mathematics, because the heterogeneous in terms of ability level. In addition
the laboratory are ill-equipped and the mathematics syllabus is overcrowded and loaded
(Ahemed, 2008: Ajayi 1998).
However, mathematical technology or software are those things in which student
use to learn and explore various mathematical concept and verity different mathematical
fact and theory using varieties of mathematical software. Igbo Kwe(2002).
There are now several ICT package on different subject. It is obvious that the
current trend in research all over the world is the use of computer facilities and resources
to enhance student learning. This may be the reason why Handel man and ethal (2004)
opined that many exercise that depart from traditional method are now readily
accessible on the web (Ps 21) even though teacher do not use these facilities they further
showed that the interactive approaches to teaching significantly enhance learning.in a
review of empirical studies on ICT.
In this study we examine the effect of ICT on performance of students in zaria local
government area of Kaduna state. It is hoped that the use of ICT as a supplement to
conventional instruction produces higher achievement than the use of conventional
instructional methods.
5
1.2 Statement of the Problem
There is a considerable body of evidence to suggest that different teaching
delivery style can have different degrees of success, as measured in terms of
academic results. Junior secondary Education is a foundation of higher Education
after primary Education. If these foundations are week, higher education will not
be sound. Unfortunately, several researches have shown that the mostly used
existing method of teaching (lecture method) in our schools contributed to the
weak foundation in our students. This therefore necessitate the need to introduce
various teaching approaches in the teaching and learning so as to bring about
fundamental changes to educational systems by creating suitable learning context
which enables learners to control the learning environment. The use of ICT is one
of such approaches, in this study therefore, we attempt to explore the effect of
ICT in teaching and Learning of Geometry in selected Junior Secondary schools
in Zaria Local government Area.
1.3 Objective of the Study
The objective of this study is to find out the influence of ICT on performance in
Geometry among students in some selected junior secondary schools in Zaria Local
Government Area of Kaduna State.
1.4 Significance of the Study
The project work will be useful to authorities, teachers, students and Government in
decision making. It will encourage head teachers in providing the necessary requirement
and also by being able to provide the necessary supervision for the usage of ICT in
6
schools. This restores high performance of Junior Secondary students in Geometry and
mathematics in general.
The research will also provide useful information to principals of schools when
recruiting mathematics teachers who can be able to provide guidance to students in the
usage of ICT in the learning of geometry in schools, identification of the causes of poor
performance and participation in Junior secondary schools, examination and the
implementation of the recommendation/suggested in the work by the school authorities
and the government will lead to better student performance. It is the hope of the
researcher that this work will go a long way in findings solution to the problem of
students in mathematics in some selected secondary schools in Zaria Local Government
Area of Kaduna State.
1.5 Research Questions
In finding solution to problems, the researchers answer the following questions:
- To what extent does the use of ICT effect the performance of Students in
Mathematics?
- Is there any significant difference between the performance of male and female
taught using ICT and those use lecture method?
1.6 Null Hypotheses
From the research questions above the following null hypotheses have be
formulated:
i.
There is no significant difference between the performance of students taught
geometry using ICT and those taught using lecturer method.
7
ii.
There is no significant difference between the performance of male and female
when taught geometry using ICT.
1.7 Scope of the Study
This study will be limited to a some selected junior secondary schools in Zaria
Local Government Area of Kaduna State
1.8 Definition of Terms
ICT: information and communication technology.
Information:
This refers to the fact or detailed reports about somebody or
something.
Communication: The concept or state of exchanging information between entities.
Technology: This is the scientific knowledge used in practical ways in industry for
example in designing new machine.
8
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
In general, ICT and multimedia have been used in education for more than 25
years (Rodriguez, Nussbaum, López & Sepúlveda, and 2010:166). In teacher-driven
education, multimedia ( ICT) lessons were found to be effective in teaching road signs
and speed limits and produced higher levels of performance than non-multimedia
instruction (Lee & Keckley, 2006). This highlights that the unique characteristics of a
subject influence the success of learning via picture or audio presentations (Nugent,
1982:164).
As a result of the constructive-based approach of the current Mathematics
curriculum, teaching And learning Mathematics has improved substantially due to
accessibility of educational Technology (National Council of Teachers of Mathematics,
2003). Confirmations from literature Show that teachers who utilize educational
technology comprehensively in their Mathematics Instruction environment are likely to
build high confidence in pedagogical technology skills and Focus their lessons on a
student-centered approach which improves students’ performance in Mathematics (Bos,
2009). Also, Bos pointed out that when technological tools are available in Mathematics
classrooms, learners can pay attention on reflection, problem solving, reasoning, and
decision making. With these, learners can gain in various ways from technology
integration into mathematics instruction every day. This will help guide students to
explore and visualize Mathematics, especially geometrical concepts. The use of ICT in
9
education permits learners to Involve in certain cognitive activities such as carrying out
scientific procedures, studying natural Phenomenon through simulation, looking up
information, analyzing data and solving real life Problems (Anamuah-Mensah, Mereku,
& Asabere-Ameyaw, 2004). The effect of technology usage in Mathematics (geometry)
classrooms on students’ performance has drawn the attention of Mathematics
(geometry) educators to the need to utilize technological software in Mathematics
(geometry) classrooms. In view of this, the Mathematical Association of Nigeria
(MAN) has made a remarkable step towards the use of ICT in the teaching and learning
of Mathematics which will be an effective tool for social transformation (Suleman,
2012). The Association is of the view that teaching and learning Mathematics with
technology will aid students to visualize, think, reason, analyse and articulate logically.
The use of the computer makes it suitable for teachers to design lessons which make
learners become more interested and eager to study and enjoy Mathematics (Suleman,
2012). However, despite the impact educational technology and strong advocacy for
the need to utilize ICT in the teaching and learning of mathematics (geometry),
classrooms in Nigeria are still characterized by traditional method of teaching. The
traditional method is the teaching approach characterized by lecture/oral exposition.
This teaching approach is more of teacher-centered rather than learner centered. This
situation produces students who are able to calculate but do not know how to solve
everyday life problems that involve concepts and mathematical skills. This teaching
approach has resulted in general detest for mathematics by students and poor
performance in mathematics (geometry) in West African Senior Secondary Certificate
10
Examination (WASSCE) and National Examination (NECO). For these reasons,
students are not encouraged to discuss, interact with each other and to explore the
content collaboratively, and repeatedly fail to build the exploration and visualization
skills demanded for geometrical ideas, geometry reasoning and problem-solving skills.
Therefore, this discourages students from learning Geometry, which leads to poor
performance as noted by Battista (2007) and Idris (2006). Several reports of the West
African Examination Council (WAEC) indicate that students who write WASSCE have
been performing poorly in Circle Theorem questions (WAEC, 2012). Very often,
students avoid questions on Circle Theorems when they have other alternatives. On rare
occasions, most of the few who attempt questions on this topic display nothing but their
lack of knowledge in the subject matter (Fletcher & Anderson, 2012). In the May/June
2011 Mathematics examination, the Chief Examiner for Mathematics states that
question 3 (a) posed a serious problem to candidates who attempted it (see. Figure 1).
Figure 1 WASSCE May/June Question
3(a)
They could not recall the appropriate Circle Theorem relations to answer the
question (WAEC, 2011). In support of this, Chief Examiner’s Report of WASSCE
(2012) also points out that majority of the candidates could not solve for < ZWO, they
failed to recognize that < ZWO and < WZO are base angles of isosceles triangle WZO,
hence their inability to solve for < ZWO.
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Some example of software uses in order to reduce mass failure of student in
Geometry examination are Geogebra. The GeoGebra approach refers to the teaching
approach involving both the teacher-led demonstrations and students’ hands-on
activities using GeoGebra.
2.2 Definition of Mathematics
Mathematics has no general accepted definition, different school of thought
particularly in philosophy have put forth radically different definitions. All are
controversial survey of leading definitions early definitions.
Augute cornte’s (1851) his definition tried to explain the role of mathematics in
coordinating phenomena in all other fields. The science of indirect measurement. The
indirectness in comet’s definition refers to determine qualities which cannot be
measured directly, such as the distance of planet size of atoms by means of their relation
to quantities that can be measure directly.
Aristotle (1997) defined mathematics as the science of quantity in Aristotle
classification of science discrete quantities by geometry.
American heritage dictionary (2000) defined mathematics as the study of
measurement properties and relationships of quantities and set using number and
symbols.
Formalist ( 1986) define mathematics as the manipulation of the meaningless
symbols of a first order language according to explicit syntactical rules still other
approaches emphasize pattern order of structure for example mathematics is the
classification and study of all possible patterns.
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2.3 Definition of ICT
ICT is an acronym for information and communication technology. The word
“information” according to World Health Organization (WHO) as cited in
(Nwachukwu 2008) is a message intended for communication. It refers to knowledge
and ideas which are Provided in order to increase awareness in people. Information has
to do with some of Knowledge to be transmitted from agents of change to the target
groups. Communication is One of the processes of transferring information to another.
To Onyeoma and Obiekezie (2000), communication is one of transferring ideas,
skills or attitudes from one person to another accurately and satisfactorily. As science
Intend to explore all dimensions of information or message transmission including the
Emission, the source, and the nature of the message, the reception, the circumstance and
the Effects of the transmission. Onyeoma and Obiekizie further posited that for
communication. To take place there must be a sender, a message, a transmission
channel, a receiver who Decodes and understands the message, a common language,
and time for the process to take Place and one or more purposes to be served.
Succinctly, Ozuzu, Achunine and Emetarome (1997) citing Onyejemezi
(1992)Thought that communication is the process of sending and receiving information
or message Which include all the ways and manners through which we can let other
people know and Share our thoughts, feelings, experience and knowledge. It can also
be defined as the Process of interaction which involves the sharing of knowledge and
experience between Two parties- the communicator and communicate or sender and the
receiver respectively.
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Technology is a way of thinking about problems and feasibility of the proposed
Solution. As a word, it is usually misunderstood. Nwachukwu (2008) explained that
Technology is not a machine, but a planned systematic method of working to achieve
Planned outcomes. He further explained that technology involves system organizational
Patterns, procedures, various forms of analysis research and development. Therefore,
ICT is A combination of microelectronic computer hardware and software,
telecommunication thatEnables the processing and storage of huge amounts of
information and its rapidDissemination through computer networks.
Information and communication technologies (ICTs) are information handling tools
that are used to produce, store, process, distribute and exchange information. These
different tools are now able to work together, and combine to form networked worldwhich reaches into every corner of the globe (UNDP Evaluation Office, 2001). It is an
increasingly powerful tool for participating in global markets, promoting political
accountability; improving the delivery of basic services; and enhancing local
development opportunities (UNDP, 2006). To Ogunsola (2005) ICT “is an electronic
based system of information transmission, reception, processing and retrieval, which
has drastically changed the way we think, the way we live and the environment in which
we live”. It can be used to access global knowledge and communication with other
people (Ogunsola, 2005). Students who use ICTs gain deeper understanding of complex
topics and concepts and are more likely to recall information and use it to solve
problems outside the classroom (Apple Computer, 2002).
14
In addition, through ICT, students extend and deepen their knowledge,
Investigation, and inquiry according to their needs and interest when access to
information is available on multiple levels (Technology, 2001). Information and
Communication Technologies (ICTs) have impacted greatly on teaching, learning,
research, and school management in a number of ways. Furthermore, ICTs help to relate
academics to the practices of today’s work. Information and communication
technologies, especially network technologies have been found to encourage active
learning, support innovative teaching, reduce the isolation of teachers, and encourage
teachers and students to become active researchers and learners. They can also
strengthen teaching through the provision of powerful tools for teachers (Cradler &
Bridgforth, 2002).
2.4 Definition of Geometry
According to concise oxford dictionary (eleventh addition) as a branch of
mathematic concern with relations, point, line, surfaces, solid and higher dimensional
analogues. The branch of mathematics concerned with the properties and relation of
points, lines surface, solid and higher dimensional analogues. (Wikipedia). According
to Merriam Webster (2017) define The branch of mathematics concerned with the
properties and relationship of points, lines, angles surface and solids.
2.4 ICT Policies in the Nigerian Education System
As noted earlier, the implementation of the 1988 National Policy on Computer
Education was precursory by the training of teachers in Federal Unity Schools and
Armed Forces Schools. To ensure effective implementation of the (2001) National
15
Policy, Information Technology (IT), the Nigerian Information Technology
Developments Agency (NITDA) was established. In addition, the Digital Bridge
Institute, in Abuja, wasestablished by the Nigerian National Communication
Commission (NCC), to assist in thepromotion of ICTs in Nigeria. In spite of all these
efforts, ICTs has not impacted greatly onthe Nigerian School System. In fact, the impact
of ICT is much more noticeable in theeconomic and communication sectors of the
country.
Although computer entered into the country’s education system in the late 70’s and
early 80’s, no concrete policy was evolved for its entry into the nation’s education
systemuntil the involvement of the National Policy on Computer Education in 1988
(Federal Republic of Nigeria, FRN, 1988). The 1988 document contained information
on the application of computer at various levels of the country’s education, and with
issues related to basic objectives, hardware and software requirements. The document
also comments on teacher training, specifically, for the secondary school level. The
implementation of the policy started with a training programme conducted for 197
teachers from across the country. In addition, computer systems were introduced into
the federal unity schools and armed forces secondary schools. However, the initial
enthusiasm gave way and little was achieved about the set objectives.
2.5 Concept of the Study
In general, ICT and multimedia have been used in Mathematics education for more
than 25 years (Rodriguez, Nussbaum, López & Sepúlveda, 2010:166). In teacher-driven
Mathematics education, ICT lessons were found to be effective in teaching road signs
16
and speed limits and produced higher levels of performance than non-ICT instruction
(Lee & Keckley, 2006). This highlights that the unique characteristics of a subject
influence the success of learning via picture or audio presentations (Nugent, 1982:164).
In the past 20 years of teaching History in schools, ICT with multimedia geometry
(e.g. text, images and audio) have been used regularly to support teaching and learning
of Mathematics geometry (Weiner, 1995; Van Eeden, 1999; Munro, 2000). History
lessons have become more active and learner-centred with respect to ICT integration
and the use of multimedia resources in teaching and learning of Mathematics at schools
in Nigeria. In fact, researchers of History teaching recommend the use of a wide variety
of ICT resource material (text, images and audio) (De Sousa & Van Eeden, 2009:18).
In junior secondary school level the representation of information by using the
visualization capabilities of video are said to be immediate and powerful in teaching
geometry. In History lessons, multimodal information through images and animations,
pictures, including sound and speech are recommended for deep understanding. For
example, when illustrating a war, replicas of war equipment can be prepared and
geographical locations can be illustrated. Such videos consist of a high degree of reality
and visualization. geometry lessons, animations and videos. Animations, when
combined with user input, enable students to view different versions of change over
time, depending on different variables. Graphics provide creative possibilities for a
learning experience (Ekinci, Karakoç, Hut & Avci, 2009:95, 96, 99). The reasons why
multimedia (ICT) is promoted in junior secondary school geometry education are that
17
it is readily available for use, helps make remembering easy, and more information can
be shared faster and in an interesting format (Ekinci et al., 2009:12).
2.5 Causes of Poor Performance among Junior Secondary School Student in
Mathematic
The poor performance of students in mathematics has become a source of worry to
many. The solution to this problem has been raised by many expert in the field yet, the
problem tends to perist. Chika metor, write that the solution prottered should not just be
on paper but be implemented going the nation guest to become one of the 20 most
developed economics by the 2020.
Mathematics releted to everything in this universe from the smallest to largest.
That’s how important it is but hardly does one see any child that can boast that
mathematics is his or her favorite subject. The problem is not just in Nigeria but world
and people especially girls. Tends to run away from it yet expert it is an interesting
subject which could be understood with a lot of dedication interest and the right way to
approach it. The causes of poor performance in junior secondary school are:
i.
Family background and poor Academic performance
Practical attitudes “ Don’t worry about math’s”, I was useless at it at school too “ to
the parent making this type of point to a distressed child who just “doesn’t get math’s
must seen a helpful approach. It runs in the family “it’s not your fault” to a young person
it is not only removes blame, it also removes any drive sort the matter out it put the
problems and thus the solution to the problem outside the person’s responsibility.
18
ii. Quality of Teachers
Lack of qualified teachers in our secondary school causes the failure of
mathematics, since in many science are not actually teacher of mathematics that are
teaching
mathematics
are
teachers
of
science
related
courses
such
as
biology,chemistry,geography and so ‘on. To solve this problem most introduce actual
mathematical teacher in junior secondary schools not science related teachers.
iii. Teachers methods of teaching
The teacher method of teaching is another problem that hinder the good
performance in mathematics, teachers are therefore expected to change the method of
teaching time to time. Some teachers of mathematics in general geometry in particular
uses only one method of teaching which cannot be suitable to all learners.
iv. Lack of proper technology in our school
Absence of proper technology in teaching and learning mathematics in our school
hinder students to understand the mathematics, since , there is field Mathematics that
need technology such as geometry, transformation etc. however mathematics among
the junior secondary level need technology.
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CHAPTER THREE
METHODOLOGY
31 Introduction
This study investigates on the effect of ICT in learning of geometry in junior
secondary schools. In Zaria local government, Kaduna state
 Research design
 Population of the study
 Sample sampling techniques
 Data collection instrument
 Validity and reliability of instrument
 Procedure of data collection
3.2 Research Design
The research design of the study will be a experimental research.. According to
(Wikipedia) : Design of experiments is the design of any task that aims to describe or
explain the variation of information under conditions that are hypothesized to reflect
the variation. The purpose of choosing this design is to allow researchers to select the
sample of respondents from the entire population in order to find out Effect of ICT in
Geometry among Junior Secondary Schools, In Zaria Local Government, Kaduna State.
20
3.3
Population of the Study
The population of this Study comprises 20 public junior secondary schools with
total number of 33,267 which included 18,971 males and 14350 females, were found in
Zaria local government Kaduna State. It’s predominantly urban settlement with few
rural communities which can be found in Zaria local Government area of Kaduna State.
Below is a table showing total number of schools and the number males and females in
each school.
s/n
Name of School
Males
Females
Total
1
Alhuhuda College
2150
_
2150
2
Barewa College
917
_
917
3
G.S.S Gyallesu
699
419
1118
4
G.G.S.S Kofan gayan
-
2811
2811
5
G.S.S kofan Gatau
920
1295
2215
6
G. G.S.S kofan Fada
1777
1777
7
G.J.S.S Aba
263
77
340
8
G. G.S.S(WTC) Zaria
_
663
663
9
G.J.S.S Tudun Wada
1750
1800
3550
10
G.S.S Magajiya
1464
389
1853
11
G.S.S Kufena
596
_
598
12
G.S.S Kagu
1058
399
1457
13
G. S.S Kofan Kuyan Bana
770
726
1496
21
14
G. S.S Dakace
906
635
1541
15
G. S.S Bogari
542
154
696
16
G. S.S Zaria
2295
_
2295
17
G.J. S.S Ridoko
1793
1363
3156
18
SIASS K/Karau B.
1016
1232
2248
19
G. S.S Kofan Doka
986
610
1596
846
1097
1943
18,971
14,350
33,267
20
G. S.S Tudun Jukun
Total
3.4 Sample and Sampling Techniques
Sample is a small portion out of the entire population responses their responds will
reflect the respond of the entire population. The sample of this research study consists
60 JSS 3 students randomly selected using the simple random sampling techniques from
three junior Secondary school. Below is a table showing the detail of the sample
S/N
Schools Name
JSS III
MALE
FEMALE
TOTAL
1
G.J.S.S Tudun Wada
10
10
20
2
G.S.S Kofan Jatau
10
10
20
3
G.S.S DAKACE
10
10
20
30
30
60
TOTAL
3.5 Instrument
22
The instrument used for data collection is Mathematics Achievement test (MAT).
Mathematic Achievement Test (MAT) the Achievement test contain section A which
contain Bio Data about the personal information of the respondents and section B which
contain 10 items multiple choice test derived from the JSS3, mathematics syllabus.
Details items covered all what students have been taught during the experiment.
3.6 Validity and Reliability of Instrument
The contents validity criteria of the instrument were assured by giving copies to one
the lecturers in the department of mathematics Federal College of Education Zaria. Test
pretest method reliability was adopted to determine the reliability of the instrument.
3.7 Method for Data Collection
The responses of the students to MAT were scored using the marking scheme, each
correct answer is scored 5 marks with a maximum of 50 marks. The score obtained from
MAT were also tested using T-test.
3.8 Method of Data Analysis
The data were analyzed using descriptive statistics of mean, standard deviation
and mean differences for research questions. The null hypotheses were tested using Ttest.
23
CHAPTER FOUR
Result analysis and discussion
4.0 Introduction
There studies investigate the effect of ICT in learning of geometry in junior
secondary schools. In Zaria local government, Kaduna state. In chapter three an
instrument was made by the researchers and validation by expert in education.
The instrument was used to generate data on effect of ICT in learning of geometry
in junior secondary schools. In Zaria . The focus of this chapter is to analyze the
data collected to answer the research question stated in chapter one.
4.1 Research Question One
To what extent does the use of ICT effect the performance of Students in
Mathematics? In answering this questions the main score and standard deviation
were computed to find the effect of ICT means in learning geometry among the
junior secondary students.
Table 4.1: To what extent does the use of ICT effect the performance of
Students in Mathematics?
S/N
N
MEAN
S.D
MEAN
SD
Lecture
method
ICT
means
30
15.75
8.39
17.5
10.54
30
18.75
9.54
23
12.09
DIFFERENCE
IN
PRE-TEST
AND POST TEST
1.75
4.25
Table 4.1 shows the scores and standard deviation of each group in the pre–
test and posttest achievement test. The use of ICT means in teaching geometry
24
has the higher performance in posttest mean score 23. While the students taught
without using ICT means has Post-tests score of 17.5 this show that use of ICT
in teaching Geometry has effect on the achievement of junior secondary school.
4.2 Research Question Two
Is there any significant difference between the performance of male and
female taught using ICT and those use lecture method?
In the answering this question , mean score and standard deviation of the score
of students were computed to find the use of ICT among the boys and girls in the
class room.
Table 4.2: Is there any significant difference between the performance of male
and female taught using ICT and those use lecture method?
S/N
N M
EAN
Male students
using ICT
taught
Male students taught
using lecture method
Female students taught
using ICT
Female students taught
using lecture method
PRE-TEST
S.D
POST - TEST
MEAN
SD
DIFFERENCE
IN PRE-TEST AND
POST TEST
0.93
193.30
18.23
130.2
17.30
1103.5.
19.50
74.31
17.61
1.14
198.61
21.63
59.00
18.68
3.00
189.30
19.50
51.56
18.36
1.14
5
5
5
5
Table 4.2 mean and standard deviation of pre-test and post test aptitude score
of males and female students in geometry, Table 4.2 shows the mean scores and
standard deviation of each group in this pretest and post test aptitude test the use
of ICT among male students and higher post test mean score 130.21 while male
25
students taught with lecture method had post test of 74.31 in addition the female
students taught using ICT means had a higher post test score 59.00 while female
students taught using lecture method had a post test mean score 51.56.
4.3 Hypothesis 1, There is no significant difference between the performance
of students taught geometry using ICT and those taught using lecturer method.
Table 4.3: T-test analysis of means achievement score in lecture and
using ICT means.
E
Use ICT means
N MEA
N
30
23
D
12.09
Lecturer method
30
10.54
VARIABL
17.5
S
D
F
T.CA
L
T.TA
B
-
-
78
18.55
1.45
Table 4.3 shows that T calculated is 18.95 while it value 0.05 singnificant
level is 18.95 since the calculated value is greater than table value it implies that
there is significant difference in the means performance of the students taught
using ICT means and those taught using lecture method therefore Ho1 is rejected.
4.4 Hypothesis 2, There is no significant difference between the performance
of male and female when taught geometry using ICT.
Table 4.4: Summary of the T test analysis of the performance of the male and
female students taught using ICT means and without using ICT means.
VARIABLE N
Use ICT means
30
MEAN
103.50
SD
17.61
DF
-
T.CAL
-
T.TAB
-
Lecturer method
93.8
16.30
114
14.50
1. 50
30
26
Table 4.4 shows that T-calculated is 4.50 while the T-table 1.50 at 0.05
significant level since T-cal > T-table. H02 hence hypothesis is rejected since the
Calculated T- value is greater that the T-table I implies that there is a significant
difference in performance of the students taught with ICT means and those taught
with lecture method.
4.5 Discussion
The result in table 4.1,4.2,4.3 and 4.4 show that ICT has effect in students
performance in geometry in junior secondary school in Zaria local Government
area Kaduna State. Hence the treatment condition (Information Communication
Technology) in this study had the potential to improved students learning
outcomes in geometry in junior secondary level. The findings agreed with the
finding of raided Etal (1992) Akinsola and Ammasalum (2007) and Linser
(2008) that the used of ICT in teaching geometry promote better performance
and productivity than the used of lecturer method in teaching geometry in junior
secondary schools level. Addition the result obtained from table 4.1 shows that,
the scores and standard deviation of each group in the pre–test and post-test
achievement test. The use of ICT means in teaching geometry has the higher
performance in posttest mean score 23. While the students taught without using
ICT means has Post-tests score of 17.5 this show that use of ICT in teaching
Geometry has effect on the achievement of junior secondary school.
likely in table 4.2 mean and standard deviation of pre-test and post test
aptitude score of males and female students in geometry, Table 4.2 shows the
27
mean scores and standard deviation of each group in this pre-test and post-test
aptitude test the use of ICT among male students and higher post test mean
score 130.21 while male students taught with lecture method had post test of
74.31 in addition the female students taught using ICT means had a higher post
test score 59.00 while female students taught using lecture method had a post
test mean score 51.56. also in table 4.3 and 4.4 shows that T-test analysis of
means achievement score in lecture and using ICT means in table 4.3 while
4.4show the Summary of the T test analysis of the performance of the male and
female students taught using ICT means and without using ICT mean.
28
CHAPTER FIVE
SUMMARY,CONCLUSION AND RECOMANDATION
5.1 Summary
The finding of this provide support for the efficiency of the use of ICT in
teaching and learning geometry.
The superiority of ICT over lecture method could be attributed to perform
better than students who were taught using lecture method. The used of ICT
promote deeper academic achievement of students including students
participating in the class, promote students intention as well as developing
positive attitude of students towards the learning of geometry also gender has
effect on students academic performance as shown Table 4.2 male attained higher
post test mean score 130.21 5.2 where female attained higher post-test score 59.00
it is physically that there is significant difference between male and female taught
using ICT.
5.2 Conclusion
In the conclusion, though there are lots of documented evidences for the
positive impact of ICT on education in general, there is urgent need to address
issue of ICT a facilities and guided exposure of stakeholders in the educational
system (teachers and students). This can only be achieved by promulgation of
requisite polices and their full implementation. Reflection and further analysis
have to be done in improving the ICT a application in Mathematics with ICT
requires skills, creativity and good infrastructure in order to make the lesson more
29
meaningful. Student should be motivated in learning mathematics with aid of
ICT . The use of ICT should be fully utilized in giving exposure how mathematics
can be fun in solving their problems. Both educators and students must willingly
explore the use of ICT in their respective part. The institution should provide
continuous professional development for educator and resources (Sue and Peter,
2004) so that the combination of mathematics and ICT will ensure the success of
the learning outcome. The mathematics curriculum should be suited according to
the type of ICT in the classroom and instructional strategies must be well blended
with ICT. This will lead to ICT- Savvy employees.
5.3 Recommendation
Curriculum planers should endeavor to incorporate the use of ICT for
teaching and learning geometry in junior secondary schools.
Proper implementation of ICT in teachers training institution project as well
as producing Qualified ICT personnel for sustainable take up of information
technology in schools
Conferences, seminars and workshops and relevant programmes should be
organized by professionals of ICT to teach mathematics and science teachers on
modern technology and its uses.
Since ICT depends largely on power supply, the erratic power supply
needs to be improved upon such throughout the country. Also schools authority
30
should improvise for alternative source of power Supply as generator set in case
of power failure.
-Establishing facilities for electronic distance learning networks
opportunities in our schools
-Creating ICT Application, content and domesticating technology through a
conscious Research Design and Development (RD & D) strategy, advocacy and
activities for students.
-Government should sensitize and encourage the ICT industry and other
companies in the private sector especially mobile phone operators (MTN,
AIRTEL, GLO ETC.) to invest in education of future Nigeria students.
31
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