Effects of Teaching Geometry Using Mobile App Instructional Technique on Students Interest in Bayelsa State

Abstract

The study investigated the effect of teaching geometry using mobile application instructional technique on senior secondary students' interest in Geometry in Bayelsa State. A quasi-experimental, non-equivalent control group design was used in the study. All the 506 SS2 mathematics students in the three federal unity schools formed the population of the study. One hundred and seventy nine (179) students from two schools formed the sample of the study. Intact classes were assigned by flipping of coin to either experimental or control group; and separately taught by their regular mathematics teachers who had earlier been trained for the purpose. All the groups were pre and post-tested. Geometry Interest Inventory (GII) was used as instruments for both the control and experimental groups. Three research questions and three hypotheses guided the study. The mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at .05 levels of significance. The result showed that the use of mobile application instructional technique as a medium of teaching improves students' interest in geometry. Also there was no significant effect between teaching method, gender and choice of discipline on students' interest in Geometry. The study recommended that the use of mobile application should be integrated into the teaching and learning of mathematics generally.