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Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement

Year 2014, Volume: 5 Issue: 2, 110 - 120, 01.06.2014

Abstract

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.

References

  • Adegoke, B. A. (2010). Integrating animation, narratives and textual information for improving physics learning. Electronic Journal of Research on Educational Psychology, 8(2), 725-748.
  • Aguele, L. I. & Agwagah, N. U. V. (2007).Female participation in science, technology and mathematics (STM) education in Nigeria and national development. Journal of Social Science, 15(2), 121-126.
  • Agwagah, N.U.V. (1997). Mathematics reading in improving mathematics learning and achievement. ABACUSS, 24(1), 112-116
  • Bolaji, C. (2002). Mathematics achievement: Fear of success among senior secondary school students in Kaduna. University of Ado-Ekiti Journal of Education (UNADJOE) 1(2), 16-32.,
  • Emuhohwo, U.M. (2009). Science and technology education and the millennium development goals (MDGs). The Voice of Teachers, 1(2), 128-132.
  • Federal Republic of Nigeria (2008). National policy on education. Lagos: NERDC
  • Gambari, A. I. & Adeghenro, D. V. (2008). Effects of computer assisted instruction on mathematics achievement amongst students in Minna Metropolis. Ilorin Journal of Education, 27, 63-70.
  • Gambari, A. I. (2010). Effects of computer supported cooperative learning strategy on the performance of senior secondary students in physics in Minna, Nigeria (Unpublished doctoral dissertation). University of Ilorin, Ilorin.
  • Iji, C. O. & Harbor-Peters, A. (2005). Effects of logo and basic programs on the achievement in geometry of junior secondary school students. ABACCUS, 30(1), 67-77
  • Jolly, S. (2003). Studying the effectiveness of animation and graphics with text on fourth, fifth and sixth graders (Unpublished master’s thesis). University of Nebraska.
  • Kolawole, E. B. (2007). Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics. Educational Research Review, 3(1), 33- 37.
  • Kurumeh, M. S. C. (2004). Effect of ethno-mathematics teaching approach on students achievement and interest in geometry and mensuration (Unpublished doctoral dissertation). University of Nigeria Nsukka.
  • Kuti, J. B. (2006). Effects of multimedia instructional strategy on senior secondary students learning outcome in physics in Ogun state, Nigeria (Unpublished M.Ed. project). University of Ibadan, Ibadan.
  • Mahmood, S. J. (2002). Enhancing the mathematics achievement of college bound students, combining computer animation with text and narration. U.S. Department of Education, Office of Educational Research and Improvement, Educational Research and Resource Center. Retrieved on 06 February 2012 from www.Ericdigest.com
  • Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
  • Mayrath, M. C. (2009). Examining factors that affect performance in complex simulation environments (Unpublished doctoral dissertation). The University of Texas at Austin.
  • Mohammed, A. & Abba, H. (2006).Retooling science teacher education for special needs education and national development. A paper presented at the 6th National Conference of NCCE. Jibril Aminu Hall, Federal College of Education, Yola.
  • Moreno, R. & Mayer, R. E. (2000). A coherence effects in multimedia learning. The case of minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 97, 117-125.
  • Nwagbo, C. R. (2005). Attachment of professionalism on science education conferences and skills needed by science teacher. Proceedings of the 46th Annual Conference of STAN. Ibadan: Heinemann Books.
  • NCTM (2008). The role of technology in the teaching and learning of mathematics: A position of the National Council of Teachers of Mathematics. Retrieved on 07 March 2012 from http://www.nctm.org.com
  • Osemwinyen, A. C. (2009). Effects of e-learning on retention and achievement in secondary school mathematics in Abuja, Nigeria (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
  • Ozdemir, D. (2009). The effects of context dependency of seductive details on recall and transfer in a multimedia learning environment (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
  • Paivio, A. (1986). Mental representation: A dual-coding approach. Oxford, England: Oxford University Press.
  • Taber, H. K, Martens, R. L., & Van Merrieboer, J. J. G. (2004).Multimedia instructions and cognitive load theory: effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
  • Thalheimer, W. (2004). Bells, whistles, neons and purple prose: When interesting words, sounds and visuals hurt learning and performance; a review of the seductive-argumentation research. Retrieved on 07 March 2012 from http:www.work-learning.com/seductive_ augmentation.
  • WAEC (2011). Chief examiners report. Lagos: WAEC
  • WAEC (2007, 2008, 2009, 2010, & 2011).Candidates enrolment statistics. Research and Statistics Unit. Lagos: WAEC.
  • Yen, J., Lee, C. & Chen, I. (2012). The effects of image-based concept mapping on the learning outcome and cognitive processes of mobile learners. British Journal of Educational Technology, 43(2), 307-320.
  • Yusuf, F.I. (2006). Effects of using computer assisted instruction on the learning of mathematics at senior secondary school level in Minna, Niger State, Nigeria (Unpublished master’s thesis). Science Education Department, Federal University of Technology Minna, Nigeria.
  • Zakariyya, A. (2008). An appraisal of the constructivist theory in mathematics education. Journal of Science, Technology and Mathematics Education, Special Edition. 11-14.
  • Correspondence: Isiaka Amosa Gambari, Senior Lecturer, Science Education Department, Federal
  • University of Technology, Minna, Nigeria
Year 2014, Volume: 5 Issue: 2, 110 - 120, 01.06.2014

Abstract

References

  • Adegoke, B. A. (2010). Integrating animation, narratives and textual information for improving physics learning. Electronic Journal of Research on Educational Psychology, 8(2), 725-748.
  • Aguele, L. I. & Agwagah, N. U. V. (2007).Female participation in science, technology and mathematics (STM) education in Nigeria and national development. Journal of Social Science, 15(2), 121-126.
  • Agwagah, N.U.V. (1997). Mathematics reading in improving mathematics learning and achievement. ABACUSS, 24(1), 112-116
  • Bolaji, C. (2002). Mathematics achievement: Fear of success among senior secondary school students in Kaduna. University of Ado-Ekiti Journal of Education (UNADJOE) 1(2), 16-32.,
  • Emuhohwo, U.M. (2009). Science and technology education and the millennium development goals (MDGs). The Voice of Teachers, 1(2), 128-132.
  • Federal Republic of Nigeria (2008). National policy on education. Lagos: NERDC
  • Gambari, A. I. & Adeghenro, D. V. (2008). Effects of computer assisted instruction on mathematics achievement amongst students in Minna Metropolis. Ilorin Journal of Education, 27, 63-70.
  • Gambari, A. I. (2010). Effects of computer supported cooperative learning strategy on the performance of senior secondary students in physics in Minna, Nigeria (Unpublished doctoral dissertation). University of Ilorin, Ilorin.
  • Iji, C. O. & Harbor-Peters, A. (2005). Effects of logo and basic programs on the achievement in geometry of junior secondary school students. ABACCUS, 30(1), 67-77
  • Jolly, S. (2003). Studying the effectiveness of animation and graphics with text on fourth, fifth and sixth graders (Unpublished master’s thesis). University of Nebraska.
  • Kolawole, E. B. (2007). Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics. Educational Research Review, 3(1), 33- 37.
  • Kurumeh, M. S. C. (2004). Effect of ethno-mathematics teaching approach on students achievement and interest in geometry and mensuration (Unpublished doctoral dissertation). University of Nigeria Nsukka.
  • Kuti, J. B. (2006). Effects of multimedia instructional strategy on senior secondary students learning outcome in physics in Ogun state, Nigeria (Unpublished M.Ed. project). University of Ibadan, Ibadan.
  • Mahmood, S. J. (2002). Enhancing the mathematics achievement of college bound students, combining computer animation with text and narration. U.S. Department of Education, Office of Educational Research and Improvement, Educational Research and Resource Center. Retrieved on 06 February 2012 from www.Ericdigest.com
  • Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
  • Mayrath, M. C. (2009). Examining factors that affect performance in complex simulation environments (Unpublished doctoral dissertation). The University of Texas at Austin.
  • Mohammed, A. & Abba, H. (2006).Retooling science teacher education for special needs education and national development. A paper presented at the 6th National Conference of NCCE. Jibril Aminu Hall, Federal College of Education, Yola.
  • Moreno, R. & Mayer, R. E. (2000). A coherence effects in multimedia learning. The case of minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 97, 117-125.
  • Nwagbo, C. R. (2005). Attachment of professionalism on science education conferences and skills needed by science teacher. Proceedings of the 46th Annual Conference of STAN. Ibadan: Heinemann Books.
  • NCTM (2008). The role of technology in the teaching and learning of mathematics: A position of the National Council of Teachers of Mathematics. Retrieved on 07 March 2012 from http://www.nctm.org.com
  • Osemwinyen, A. C. (2009). Effects of e-learning on retention and achievement in secondary school mathematics in Abuja, Nigeria (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
  • Ozdemir, D. (2009). The effects of context dependency of seductive details on recall and transfer in a multimedia learning environment (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
  • Paivio, A. (1986). Mental representation: A dual-coding approach. Oxford, England: Oxford University Press.
  • Taber, H. K, Martens, R. L., & Van Merrieboer, J. J. G. (2004).Multimedia instructions and cognitive load theory: effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
  • Thalheimer, W. (2004). Bells, whistles, neons and purple prose: When interesting words, sounds and visuals hurt learning and performance; a review of the seductive-argumentation research. Retrieved on 07 March 2012 from http:www.work-learning.com/seductive_ augmentation.
  • WAEC (2011). Chief examiners report. Lagos: WAEC
  • WAEC (2007, 2008, 2009, 2010, & 2011).Candidates enrolment statistics. Research and Statistics Unit. Lagos: WAEC.
  • Yen, J., Lee, C. & Chen, I. (2012). The effects of image-based concept mapping on the learning outcome and cognitive processes of mobile learners. British Journal of Educational Technology, 43(2), 307-320.
  • Yusuf, F.I. (2006). Effects of using computer assisted instruction on the learning of mathematics at senior secondary school level in Minna, Niger State, Nigeria (Unpublished master’s thesis). Science Education Department, Federal University of Technology Minna, Nigeria.
  • Zakariyya, A. (2008). An appraisal of the constructivist theory in mathematics education. Journal of Science, Technology and Mathematics Education, Special Edition. 11-14.
  • Correspondence: Isiaka Amosa Gambari, Senior Lecturer, Science Education Department, Federal
  • University of Technology, Minna, Nigeria
There are 32 citations in total.

Details

Other ID JA86SS55ZP
Journal Section Articles
Authors

Isiaka Amosa Gambari This is me

Victoria Ifeoma Ezenwa This is me

Romanus Chogozie Anyanwu This is me

Publication Date June 1, 2014
Published in Issue Year 2014 Volume: 5 Issue: 2

Cite

APA Gambari, I. A., Ezenwa, V. I., & Anyanwu, R. C. (2014). Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology, 5(2), 110-120.
AMA Gambari IA, Ezenwa VI, Anyanwu RC. Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology. June 2014;5(2):110-120.
Chicago Gambari, Isiaka Amosa, Victoria Ifeoma Ezenwa, and Romanus Chogozie Anyanwu. “Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement”. Contemporary Educational Technology 5, no. 2 (June 2014): 110-20.
EndNote Gambari IA, Ezenwa VI, Anyanwu RC (June 1, 2014) Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology 5 2 110–120.
IEEE I. A. Gambari, V. I. Ezenwa, and R. C. Anyanwu, “Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement”, Contemporary Educational Technology, vol. 5, no. 2, pp. 110–120, 2014.
ISNAD Gambari, Isiaka Amosa et al. “Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement”. Contemporary Educational Technology 5/2 (June 2014), 110-120.
JAMA Gambari IA, Ezenwa VI, Anyanwu RC. Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology. 2014;5:110–120.
MLA Gambari, Isiaka Amosa et al. “Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement”. Contemporary Educational Technology, vol. 5, no. 2, 2014, pp. 110-2.
Vancouver Gambari IA, Ezenwa VI, Anyanwu RC. Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology. 2014;5(2):110-2.