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MAXIMIZING THE GAINS OF COMPUTER ASSISTED INSTRUCTION IN MATHEMATICS TEACHING

Yıl 2016, Cilt: 4 , 378 - 384, 01.09.2016

Öz

The
use of computer Assisted Instruction has positive effect in the academic
achievement of students in Mathematics. Against this background, the study
sought to determine the extent of the utilization of Computer Assisted
Instruction in the teaching of Mathematics in the Secondary Schools in Nigeria.
The study was carried out in Ika South and Ika-North East Local Government
Areas of Delta state, Nigeria. All the Mathematics teachers in the schools were
used for the experiment. They were 80 Mathematics teachers made up of 42 males
and 38 females. A descriptive survey design was adopted while the research
instrument was questionnaire. Five research questions guided the study and the
research questions were addressed using graphs, percentage and frequency
counts. Three hypotheses were formulated which were tested with t-test statistical
tool at 0.05 level of significance. The result of the study indicated that
teachers possess knowledge of computer and they have computer sets in their
schools but no power supply for their usage. Furthermore, the teachers do not
teach Mathematics contents using computer. It was also found that Gender and
School location (Urban and Rural Areas) have no influence in the use of
Computer Assisted Instruction. Adequate recommendations were made, among which;
are that Mathematics teachers should be giving In-Service training by
Government on the use of computer to teach Mathematics, they should be
encouraged to use computer in the teaching of Mathematics and that schools
should be provided with adequate power supply.

Kaynakça

  • Agashi, P.P and Enemali, I.A{2015}. Evaluation of Mathematics Teachers Conceptualisation of the Spiritual, Moral, Social and Cultural. Proceedings of the Mathematical Association of Nigeria (MAN) 288-295. Dugdale, S(1990). Beyond the evident content goals part 111. An undercurrent enhanced approach to trigonometric identities. Journal of Mathematical Behaviour 9: 233-287. Etukudo, U. E(2009). The effect of interactive Basic program package on students performance on graphs of linear and quadratic inequalities. ABACUS. The Journal of Mathematical Association of Nigeria. 34(1), 7-18. House,J. (2003). The motivational effects of specific instructional strategies and computer use for Mathematics learning in Japan: Findings from the Third International Mathematics and Science Studies (TIMSS). International Journal of Instruction Media 30(1),77-95. Federal Republic of Nigeria(2004). National Policy on Education. Lagos. NERDC. Odogwu,H. N and Mbah, S. (2015). Mathematics teachers attitude to and competence in the use of Information and Communication Technology (ICT) in Lagos state. ABACUS. The Journal of Mathematical Association of Nigeria. 40(1), 160-172 Olowo S. E. and Bitrus S. T.(2012). Comparative analysis of the availabikity, accessibility and utilization of ICTs Researchers and extentionists. ABACUS. The Journal of Mathematical Association of Nigeria 37(1), 166-175 Onwuka, P. I.and Koko G. M.(2010) The use of ICT in the teaching of Mathematics in the colleges of education in Nigeria. Journal of issues on Mathematics, Science Teachers Association of Nigeria. 13,74-80 Pelgrum, W.J. and Plomp, T. (1993) Schools, teachers, students and computers: A cross-national perspertive. Twente, Netherlands:I.E.A
Yıl 2016, Cilt: 4 , 378 - 384, 01.09.2016

Öz

Kaynakça

  • Agashi, P.P and Enemali, I.A{2015}. Evaluation of Mathematics Teachers Conceptualisation of the Spiritual, Moral, Social and Cultural. Proceedings of the Mathematical Association of Nigeria (MAN) 288-295. Dugdale, S(1990). Beyond the evident content goals part 111. An undercurrent enhanced approach to trigonometric identities. Journal of Mathematical Behaviour 9: 233-287. Etukudo, U. E(2009). The effect of interactive Basic program package on students performance on graphs of linear and quadratic inequalities. ABACUS. The Journal of Mathematical Association of Nigeria. 34(1), 7-18. House,J. (2003). The motivational effects of specific instructional strategies and computer use for Mathematics learning in Japan: Findings from the Third International Mathematics and Science Studies (TIMSS). International Journal of Instruction Media 30(1),77-95. Federal Republic of Nigeria(2004). National Policy on Education. Lagos. NERDC. Odogwu,H. N and Mbah, S. (2015). Mathematics teachers attitude to and competence in the use of Information and Communication Technology (ICT) in Lagos state. ABACUS. The Journal of Mathematical Association of Nigeria. 40(1), 160-172 Olowo S. E. and Bitrus S. T.(2012). Comparative analysis of the availabikity, accessibility and utilization of ICTs Researchers and extentionists. ABACUS. The Journal of Mathematical Association of Nigeria 37(1), 166-175 Onwuka, P. I.and Koko G. M.(2010) The use of ICT in the teaching of Mathematics in the colleges of education in Nigeria. Journal of issues on Mathematics, Science Teachers Association of Nigeria. 13,74-80 Pelgrum, W.J. and Plomp, T. (1993) Schools, teachers, students and computers: A cross-national perspertive. Twente, Netherlands:I.E.A
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Philomina İfeanyi Onwuka Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 4

Kaynak Göster

APA Onwuka, P. İ. (2016). MAXIMIZING THE GAINS OF COMPUTER ASSISTED INSTRUCTION IN MATHEMATICS TEACHING. The Eurasia Proceedings of Educational and Social Sciences, 4, 378-384.