An investigation into the potency of computer-animation in a cooperative setting on senior school students' performance in mathematics

Abstract

The challenges of the current information age gave rise to the integration of Information and Communication Technology (ICT) into the teaching and learning processes in schools. In an attempt to enhance students' performance in mathematics, teaching through the use of computer has been integrated into mathematics curricula This study therefore investigated the effect of computer-animation instructional package in a cooperative classroom setting on senior school students' academic performance. A quasi experimental study was conducted involving 117 first year senior school students selected from two co-educational public secondary schools using purposive sampling technique. The instrument used for data collection was Geometry Performance Test (GPT) with reliability coefficient of 0.78. The data collected were analyzed using mean, standard deviation, t-test and ANCOVA statistics. The results of the study revealed that there was a significant difference in the performance of students taught mathematics using computer-animation package in a cooperative classroom setting and the control (t = 8.79, p? 0.05).There was no significant difference in the performance of male and (115) female students exposed to computer animation in a cooperative setting, (t = 0.69, p? (64) 0.50). Also, there was no significant difference in the performance of high, medium and low scoring students when taught using computer animation instructional package in a cooperative classroom setting, (F = 1.68, p ? 0.05). It was therefore recommended (2, 62) among others that mathematics teachers should adopt the use of computer-animation instructional package in a cooperative classroom setting for teaching geometry in order to enhance student performance.

Keywords: Geometry, Computer Animation, Performance, cooperative classroom