Abstract
This study determined the effects of the Computer Based Software Program Package (CBSPP) for Regular Users of Computer (RUC) and Irregular Users of Computer (IUC) on students’ achievement in graphical concepts in mathematics. It also examined the moderating effects of computer self-efficacy and gender. Skinner’s behaviorist theory provided the framework, while the pretest-posttest control group quasi-experimental design with factorial matrix was adopted. Two hundred and ninety-six senior secondary II (SS II) students were purposively selected from six schools in Ogba (3), Egbema (2) and Ndoni (1) Local Government Area of Rivers State, Nigeria based on the availability of the computer. Two whole classes each of SS II totaling 97students were randomly assigned to the RUC and given laptop computers to use for the period of the experiment, IUC (99 students) and control group (100 students). Instruments used were: achievement test on the graphical concept () and computer self-efficacy () scales. Instructional guides were also used. Data were analyzed using analysis of covariance and Scheffe post-hoc test at = 0.05. There were significant main effects of treatment on achievement. There were significant main effects of computer self-efficacy on students’ achievement and gender on achievement. There were significant two-way interaction effects of treatment and computer self-efficacy, treatment and gender, computer self-efficacy and gender on students’ achievement. There were significant three-way interaction effects of treatment, gender and computer self-efficacy on students’ achievement in favor of the RUC.
Highlights
Mathematics is a subject needed in every aspect of human life
The variables in the study are includes independent variable of the instructional strategy varied as computer-based programmed package strategy (1) for students that have no access to computer for learning after school (Irregular Users of ComputerIUC), (2) students that use computer for learning after school (Regular User of Computer-Regular Users of Computer (RUC)), and (3) conventional strategy
The instruments used for data collection were: Students Achievement Test on Graphs (SATOG); Computer Self Efficacy Scale (CSES), Computer Based Software Program Package Instruction (CBSPPI) for RUC and IUC; Instructional Guide for (CBSPPI); Instructional Guide for conventional classroom Instruction on Graphs (CCIG)
Summary
Mathematics is a subject needed in every aspect of human life. It is an area of knowledge used by all people throughout the world such that no activity or development can take place without mathematics. Students are observed to lack the relevant knowledge and skill of constructing and interpreting graphs of quadratic expression, trigonometric functions and cumulative frequency (ogives). The cause of this may be partly due to the continuous use of conventional teaching strategy in secondary schools to teach graphs. The use of computer-based software packages in teaching graphical concepts in mathematics is not popular among secondary school teachers in Nigeria. Computer-based software packages are used in teaching graphs to investigate their effects on achievement of learners while adopting computer self-efficacy and gender as moderating variables. It will encourage further researches and initiate the interest of researchers in Mathematics education on the necessity of conducting similar studies in Mathematics and other science subjects
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