Impact of Out-of-School Time Technology Integration Modelling on Mathematics Performance: A Case of Primary Schools in Meru District, Tanzania

Abstract

This study sought to establish the impact of modelling technology integration for of Out-of-School Time (OST) learning on the performance in Mathematics in primary schools. The study adopted a mixed approach where both quantitative and qualitative data were analysed. The study employed an experimental design involving the experimental and the control groups. Each of the two groups comprised three (3) schools, making a total of six out of 152 primary schools in Meru District. The findings reveal a statistically significant difference in mean scores between the control and the experimental group. The study concluded that modelling of technology integration for OST learning is attributed to significant improvements in performance of Mathematics in primary schools. Apart from building pupils’ interest, confidence and creativity in mathematics, technology integration modelling enticed teachers, parents and pupils to collaboratively dedicate more time and commitment in favour of the mathematics subject. The study recommends that school administrators and teachers need to cooperate with parents to encourage and support primary school children to embrace positive use of educational technology particularly in OST learning.