CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Mathematics and its applications have changed dramatically. The advent of calculator and

computers as tools in mathematics have changed the way mathematicians do mathematics and

the way scientists, engineers, and social scientists use mathematics. Many individuals are

proposing that it is time to re-evaluate the content of the Mathematics curriculum in order that

it begins to reflect these changes Achor, (2009).

Past Mathematics curricula have put a great deal of emphasis on manipulative skill

because of its usefulness in calculus, or at least in traditional conceptions of calculus. However,

computerized mathematical systems exist which perform the routine manipulations that

students spend hours learning to carry out. If computers can do Mathematical manipulations

like factoring, solving equations and so on, the importance of developing students skills in these

areas ought to be reconsidered. Anya (2000) states that an issue that is raised by the advent of

technology is one that parallels the issue of calculators and the learning of arithmetic skills, that

is, how much proficiency is needed with paper-and-pencil symbol manipulation in order to be

able to decide which manipulations are faster when done by hand and which ones ought to be

left to microcomputer. A related issue which can only be answered by future research is the

role of symbol manipulation skills in the development of conceptual understanding in

Mathematics Adams, (1994).

 New technologically supported learning environment are being designed that focus on

aspects of Mathematics teaching that have tended to be neglected in the past. For example, a

project involving the use of computer tools (e.g. curve-fitting programs, generators of tables of

values, symbolic manipulators, and function graphers) to develop students’ understanding of

Mathematics concepts and their ability to solve problems requiring Mathematics, before they

master symbol manipulation techniques has been researched by Fey (1989) and Heid (1990)

with first-year Mathematics students.

Other projects have focused on the dynamic capabilities of graphing software to help

the students make links among the tabular, graphic and Mathematical representations used in

coordinate mathematics. Still other research studies have emphasized the role of programming

in enriching students’ concepts of variable and in developing their ability to construct

formalized rules and to set up equations. Mathematics education is at the crossroads.

With the advent of technology, continuing the old style of Mathematics curricula

techniques is clearly questionable. Yet most school Mathematics curricula at the beginning of

the 1990s integrate neither the power of Mathematics as a thinking tool for justification and

generalization, nor the potential of technology to work hand-in-hand with Mathematics

instruction. Both aspects warrant careful consideration by mathematics education researchers,

Mathematics curriculum developers and teachers George, (1998).

ICT enhances students’ performance in Mathematics both in secondary and tertiary

institutions in Nigeria. For instance, students in science, particularly those studying

Mathematics, find the use of ICT relevant in recalling facts and figures and in doing quick

calculations which enhances their achievement in schools Adeleke, (2000).

The greatest achievement in the twentieth century was the development of ICT for the

use by all facets of human endeavors. Major challenges in technology have always caused

changes in the society. In the middle of the 18th century, a series of interventions made it

possible for people to “mass produce” items. The then agricultural world became industrial

world. The methods of product transportation and communication were improved significantly

and the elite group acquired many fortunes rapidly by using as a commodity and the organized

banking system as the means of controlling the new industrialized society Kaiya and Ndomi,

(1999).

According to Osusanya and Oloyode (2003), with the rapid growth of industrialization,

came the need for handling the ever increasing volume of information concerning parts and

people. This formed the basis for the development of the computer. At present, powerful

computers are used to store large volumes of information. ICT is the major employer of

computers so much that the two are thought to be synonymous. Goyal (1998) pointed out that

its growth and development is one of the most significant achievement of the present century.

As a matter of fact, there are several sites on the worldwide web (www) (like Google

and yahoo sites) which provide information on how the network is used for the teaching of

various science or mathematics courses. The materials at the sites teach students to think

laterally, longitudinally and across board. Results of the studies conducted on impact of
computer used as aid to instruction on students’ attitudes and achievement in science,

particularly in mathematics related courses showed general improvement Adamsons,(2000).

Telecommunication is a special kind of communication in which information is conveyed over a

long distance. ICT also refers to the more efficient and effective way of storing, accessing and

updating information than processes involving paper. In the recent time, students have

benefited from the use of ICT such as computer, television, telephone and the internet as a

veritable source of information in their academic career or pursuit, especially in science and

mathematics related disciplines. Uzoma (1999), stated that students, mostly adolescents use

the ICT especially the internet to gather vital educational information or materials, register their

courses of study, check their results of JAMB, NECO, GCE, POST UME and so on.

Onuoha (2000), posited that the advent of information technology has made education

more simple and easy for students especially, the adolescents in secondary schools who offer

mathematics in our school system. He claimed that ICT has helped students in many ways such

as project writing and collection of necessary information leading to effective studies. This has

enabled many students to achieve high academic achievement in school. He further stated that

ICT has created a remarkable balance and effectiveness in the daily activities of students who

are in the habits of using the computer and the internet to carry out faster storage and retrieval

of information in the academic environment or school.

As Adelekunnu (1994) puts it, the training given to children in order to help them meet

the demands of the society in which they live is called socialization. According to him, ICTS can

be used to assist students to get along with others, achieving self-reliance and educational
success. Also, it can help them to achieve professional success and to adhere to societal values

and norms. With information technology, students achieve high academic laurels in schools,

generally in science, and particularly in mathematics related subjects.

1.2 Statement of the Problem

In recent times, many students have been caught using Global System Mobile Network

(GSM) phones to carry out or perpetrate examination malpractices; especially in calculation-

based courses like Mathematics and other science related ones to connect friends and

associates in crime. Both adults and students are found to use the GSM phones to tell assorted

kinds of lies and deceit in the larger society and this has made corruption to be well rooted in

the society in which we live. The more advanced manner in which television programme are

aired are commendable, but many of the programme show very bad and aggressive films and

the children watch them after which they start acting what they have seen and this has affected

the child's psyche negatively. No doubt, the emergence ICT has made students in calculation

based courses like mathematics to be lazy and more dependent on calculator. Most

mathematics students can no longer do simple arithematic without consulting the calculator

and the internet and so on. This study attempts to examine the impacts of ICT on the

performance of students in Mathematics at the secondary school level.

1.3 Purpose of the study

 ICT provide teachers with foundational tools and means to help teachers change teaching

methods, also ICT support students in independent learning, and actively participate in the

discovery of concepts and mathematics topics.

1.4 The Objective of the study

To find out the role of ICT on students achievement in geometric mathematics

To find out the difference in academic performances of students taught by mathematics

teachers using ICT and those who did not use ICT

To assess whether there is a relationship between the teaching method and students' academic

performance due to use of ICT.

To examine whether computer literacy among teachers help in achieving Academic

performance in geometry mathematics.

1.5 Research Question

The following research questions were raised in this study:

1. Does the use of ICT plays a role on students’ achievement in Geometry Mathematics?

2. To out the difference between the academic performance of students taught by mathematics

teachers using ICT who are computer literate and those who did not use ICT?

3. Is there any relationship between the teaching method of teachers in Geometry who are

computer literate and those who

are not?
4. Is there any difference in students’ academic performance in Geometry due to the use of

ICT?

1.6 Research Hypotheses

The under mentioned hypotheses would be tested in this study.

HO1. There will be no significant difference plays by ICT on students’ achievement in Geometry.

HO2. There is no significant difference between the academic performance of students taught

by mathematics teachers who are computer literate and those who are not.

HO3. There is no significant relationship between the teaching method of teachers in

Mathematics who are computer literate and those who are not.

1.7 Significance of the Study

This study will be beneficial to the following:

Students: Students would benefit from the findings and recommendations of this study

because it would help them to be able to be more aware of the ICT in the school. This study will

enable students to get more involved in the utilization of ICT due to the benefits derivable from

it.

Teachers: They would find this study beneficial because with the findings and

recommendations of this study, teachers would avail themselves of the opportunity to get

involved in the use of ICT because of the numerous benefits that can be derived from it. With

the study also ICT and their functions.

Family: Parents would benefit from this study because it would enable them to know the

benefits their children/wards derived from using the ICT in their academic work or activities.

Parents themselves, will avail themselves of the opportunity of knowing the importance of ICT

through this study and those who do not use information communication technology would

start to use it as it is beneficial to all human activities.

The School Authority: This study would assist the school authority to be able to know more

about ICT and its functions especially in the life of the full-time student. The recommendations

of this study would enable the school authority to expand its policy on the availability and

usage of ICT in the school system in Nigeria.

The Society: The society would benefit from this study, because it will assist the society to be

ICT friendly due to the advantages it has. This study will afford the society to know more about

ICT and its functions in the world today.

1.8 Scope of the Study

This study covered the impact of Information Communication Technology ICT on

students’ academic performance in mathematics on senior secondary students' in gaya local

government kano state, Nigeria.

1.9 Definition of the Terms

Information and communication Technology ICT: Is define as divers set of technology tools and

resources used to transmit, store, create, share or exchange of information.

Academic Performance: is the extent to which a student, teacher or institution has attained

their short or long term educational goals. Completion of educational benchmarks such as

secondary schools, diplomas and bachelor's degrees represent academic achievement.

Mathematics: is the science that is concerned with numbers and their properties, relations, and

operations and with shapes in space and their structure and measurement.

Geometry: is a branch of mathematics that studies the sizes, shapes, positions, angles, and

dimensions of things.

Education: is the act or process of imparting or acquiring general knowledge, developing the

powers of reasoning and judgment, and generally of preparing oneself or others intellectually

for mature life.

 CHAPTER TWO

LITERATURE REVIEW

2.1 ICT integration in Mathematics

Introducing technology into the learning environment has been shown to make learning

more student-centered, to encourage cooperative learning and to stimulate increased teacher

student interaction and that teachers using ICT applications in their pedagogy are likely to show

gains on measures of progressive thought and reflection, Newhouse, (2002).

The use of ICT thus encourages teachers to use more cooperative work and less teacher

lecturing as this study sought to find out that in schools where ICT was integrated, teachers

enabled their students to be field independent (i.e. Learner's who rely less on contextual clues

in defining meaning) thus enabling them perform better than field dependent learners. Weller,

(2002). The use of ICT in teaching Geometry. can therefore raise understanding and give better

insights into Geometrical concepts and the support of ICT to mathematics teachers comes in

handy when helping their students design and produce their own knowledge presentations and

thereby engage with powerful learning experiences. Therefore, application of ICT employs

methods that intensify understanding of Geometrical concepts through a wide range of

technologies could be available to teachers and whose applications could be designed to match
user characteristics and the requirements of mathematics curriculum tasks Leask et al, (1999).

This study sought to investigate the underlying impact of the use of ICT in enhancing

performance in Geometry through a student-centered approach. Gachenga, (2007) identified

assignments, demonstration as well as drill and practice as the most common methods used in

teaching mathematics. These teacher-led methods however, only tended to slow down learner

creativity and problem solving cues, and instead this study found out that offering unlimited

access to use learning technologies could be a very important aspect in teaching Geometry

concepts in abstract topics especially three-dimensional (3D) mathematics which would

stimulate the learner towards better performance. While reporting on the use of ICT to teach

Geometry, Rahman et al. (2003) linked ICT in three ways; using the technology as a data

analysis tool, using the technology as a problem solving or modeling tool and also using it as a

tool to integrate Geometry with context. This study addressed itself to the use of ICT

integration in Geometry context.

In a study done in Kenya and Uganda it was found that mathematics teachers rarely

used ICT to teach Kidombo, (2010). In Kenya for instance, one of the challenges the country

faced in efforts to integrate ICT to learning was coming up with appropriate digital content yet

excellence in mathematics as a subject was viewed as a key subject and a formidable link to

numerous careers as well as a gateway to easier learning of other subjects in school.

According to Rahman et al. (2003), Mbugua et al. (2012) and Shikuku, (2012), problem

solving was an activity mathematics teaching must be centered on and which this study

articulated through ICT integration in teaching pedagogy. Earlier studies by Polya (1957) noted
that the process of problem solving in mathematics involved four steps: understanding the

problem, devising a plan (solution), implementing the plan and looking back (examining the

solution) all of which demanded the ability to develop a deep understanding of the problem

and to devise a plan to solve them. To this extent therefore this study identified these existing

loopholes in the pedagogical approach in the teaching of Geometry and that endeavored to

have the learner get more involved in the learning process.

Teaching of Geometry and causes of its poor performance has previously been widely

researched on and Rahman et al. (2003) for example identified other challenges which affected

effective teaching of mathematics such as incompetence of the teacher in problem solving

skills, the pressure to cover the syllabus on time and the pressure to perform well in exams.

Such key factors compelled teachers to opt to drilling the learners on how to get answers rather

than how to solve the problem. On a related study done by Ozgun-Koca et al, (2002) on the

extent of ICT integration in mathematics, there was very little of its use in classrooms and

instead there existed intensive lecturing and note-taking, loading students with lots of

information in the broad curriculum, matters which became the key factors that led to poor

performance in mathematics. This was further supported by Cey, (2001) who argued that

authentic learning in classes had been replaced by use of discussions, lectures and paper and

pen method of teaching which failed to let students discover knowledge on their own. This

study therefore sought to find out the alternative to this approach by teachers and instead

involve learners in their own cognitive development through heuristic method by integrating

ICT in teaching and learning.

2.2 Theoretical Framework

This study adopted the constructivist theory of learning. The constructivist theory was

chosen because it builds on prior knowledge: students use what they already know to make

connections to new material. When students make these connections, they are learning new

material and relating it to what they already know Dewey, (1916). McClintock, Jiang, and July

(2002) discussed how ICT is based on the constructivist theory of learning, because knowledge

is actively constructed by the students while they are making constructions and analyzing

figures instead of knowledge being passively received and accepted. Many educators today

believe that the constructivist theory is a relatively new theory in education although the tenets

of constructivism can be traced back to Socrates. Socrates was well known for asking his

students questions that would stretch their minds and force them to think on a higher level

Tredennick and Tarrant, (1993).

John Dewey was the creator of the project method, a method that encourages students to work

together in groups and to figure out the solutions to different problems that may arise as they

continue to complete the assigned project Dewey, (1916). John Dewey and Jean Piaget were

the leading Progressive Education theorists of the last century. Dewey (1916) stated that the

project method is a method of discovery and proof in so much as ―all thinking results in

knowledge, ultimately the value of knowledge is subordinate to its use in thinking‖ (p. 151).

The way that we interpret things is the eye that we see them through. Dewey thought that the

student is dynamically involved in the learning that is going on around him/her, and the

instructor should only be considered a director of the learning and not an actor Joyce, Weil and

Calhoun, (2002).
 Piaget (1971) stated that the mind‘s primary function is to create and to see things in a way that

can be organized into a schema that helps the mind to see them as being real. Piaget was a strong

proponent of cognitive development. He believed that as children grow older, they look at the world

through different experiences, and that children have completely different perspectives than adults

Robinson, (2004). Piaget (1980) stated that, when knowledge is constructed within oneself, it is

examined against what is happening in the real world in much the same way that a scientific idea is

tested. Some modern day constructivist theorists are Vygotsky, Brunner, and Von Glasersfeld (Von

Glasersfeld (1987). Von Glasersfeld (1987) has stated that the constructivist view involves two

principles:

Knowledge is always being created, built up by learner. It is not inertly established;

Coming to know is a course of action based on the learner‘s constant adaptations to the

experiences of the world. Examples presented in the power point animated package being used

in this study caused students constructive and creative thinking.

Von Glasersfeld (1996) is a major proponent of abstract ideas that reflect one‘s situations to build

conceptual structures through self-regulation. He has stated that real learning happens when one takes

ownership of the problem. Huitt (2003) stated that, while Vygotsky was a social constructivist theorist,

activity theory and situated learning, however, were the main tenets of his research. Vygotsky

developed a ―zone of proximal development, which is basically the difference between what a child

knows and what that child is taught by others Vygotsky, (1978). He believed that children learn through

social interaction and by learning to solve problems with others. He called this process ―scaffolding.

Thanasoulas (2008) stated that learning is a process that occurs through social interactions, and

students generate new knowledge by building onto what they already know: The student selects
information, constructs hypotheses, and makes decisions, with the aim of integrating new experiences

into his existing mental constructs. It is cognitive structures that provide meaning and organization to

experiences and allow learners to transcend the boundaries of the information given. For him, learner

independence, fostered through encouraging students to discover new principles of their own accord

lies at the heart of effective education.

Moreover, curriculum should be developed in a spiral manner so that students can build upon

what they have already learned Morgan, (2005). This review of literature includes the constructivist

theory of learning because the students in this study actively built on what they already knew in order to

gain an understanding of mathematics. The instructor was actively engaged in leading the students as

they encountered their zone of proximal development (ZPD). The students were also actively engaging

in the process of scaffolding as they sought assistance from more advanced students in their

mathematics classes.

Harel (2008) discovered that through the use of ICT, students can construct medians of triangles

and create conjectures that could eventually lead to the students writing proofs and thinking on higher

levels. He contended that ICT teaches students through the vehicle of the constructivist theory. Mann

(1994) stated that in the constructivist theory, students are in control of their learning, they do not just

memorize facts. He contended that students learn through personal experience and must be actively

engaged in the learning process. From a constructivist perspective, the roles are often reversed because

teachers and students learn from one another. When learning through the constructivist theory,

children learn from whole to part. The ideas and interests of children should drive the learning process.

According to Piaget (1971), the constructivist theory student activities must be learner-centered

and not curriculum-centered. He believed that the needs of the student are the main concern when

selecting activities and not what the teacher needs to teach. He believed that children need to acquire
schemers in order to obtain knowledge. He defined schemers as a set of ideas, perceptions, and

actions. A schema can be considered forming relationships; it can be concrete or discrete. For example, a

child recognizes a dog, and when that child sees different types of dogs, the child can then see that the

dogs are different in some way. Because the child recognizes that the dogs are different, the child can

learn that one is a bulldog and the other is a chow. As the child develops more, new schemers are

developed. Piaget (1971) stated that this is how learning occurs. In the present study, students were

required to form new schemers through the use of ICT as the students use the dynamic software to

evaluate geometric properties.

2.3 Empirical Review

This section provides a brief review of the literature on the status of ICT in the Nigerian

education system. The efforts of some agencies involved in the drive are highlighted, while a review is

also made on some empirical studies that have been carried out in this regard. The review indicates that

Nigeria is gradually advancing towards full integration of ICT into her educational system, even though at

a slow pace. Conferences, workshops, and seminars are being held across the country on the integration

of the computer into the Nigerian education. The science Teachers Association of Nigeria‘(STAN) annual

conference held in Abuja in August 2003 had many stakeholders in attendance Adeyegbe et al.,( 2003 ).

There was also a team of experts from the University of Botswana that conducted training for

attendants, on the use of ICT in education.

The papers presented reviewed the status of ICT in Nigeria as at 2003, and they Sprovided

suggestions and recommendations that could enhance ICT integration into the Nigerian education

system. Particular emphasis was on the use of ICT in science and mathematics education since the

theme of the conference was Information and Communication Technology and Science, Mathematics

and Technology Education.

 Adeyegbe, Oke and Tijani (2003) conducted a research on the feasibility of teaching and

assessing Science Technology and Mathematic (STM) with ICT in Nigeria. They sought to find out the

level of availability and capacity development of ICT in teaching and assessing STM in Nigeria, and when

exactly should Nigeria adopt ICT in teaching and learning STM.

A questionnaire was administered to collect data from five sampled senior secondary schools of

Dawakin Kudu Educational Zone in Kano state Nigeria, (One science government colleges, and four other

public schools). The respondents comprised of 246 SS3 students (165 males and 81 females), and 46

STM teachers (28 males and 18 females). Analysis of data collected was through the use of frequency

counts of the responses to the items on the questionnaire, which was reduced to percentages for each

category of respondents. The result indicated a very low availability of ICT materials and equipment in

the sampled schools although eighty percent (80%) of the respondents (both teachers and students)

indicated their willingness to be trained for ICT usage.

This corroborated the low level of capacity development for computer use in teaching and

assessing STM subjects. From the free comments of the respondents, it was apparent that there was an

eagerness to understand the usage of the computer for teaching and assessing STM subjects. The

researchers expressed a high hope for the adoption and integration of the computer in the teaching and

assessment of STM in Nigeria. Among the various recommendations made were that STM teachers

should be trained on the use of ICT gadgets and that the present STM curriculum should be overhauled

to accommodate the use of the computer in teaching and assessing STM subjects. These are pointers

that could be of great impact in the teaching and learning of mathematics, moreover the only way to

justify any investment either by government or public private is good performance in subjects of

endeavor in which mathematics is paramount.

2.4 Computer Aided Instructions in other countries

 According to Means et al. (2009), student motivation is enhanced through online collaborative

research that includes online communication with peers and experts in other states and countries,

evaluation of evidence and sharing of information and the use of standards-based curricula that are

integrated with scientific visualization tools. Project GLOBE engaged K-12 students from schools in 34

countries in gathering data about their local environments. Students in the GLOBE classrooms

demonstrated higher knowledge and skill levels on assessment of environmental science methods and

interpretation of data than did their peers who did not participate in the program.

A systematic review by Goldberg et al. (2003), found that “on average, students who use computers

when learning to write are not only more engaged and motivated in their writing, but they produce

written work that is of greater length and higher quality.” (p.2).The effect sizes were however, found to

be moderate (0.50 for quantity and 0.41 for quality) and that this kind of impact would move a class

using word-processing, from 50th up to 36th in a league table of 100 classes in terms of the quality of

their writing. It further suggested on the basis of a meta-analyses conducted by Boston College on

Writing with Word Processors across the curriculum, which students using these electronic tools wrote

significantly more, received earlier interventions by teachers, and wrote higher quality work than

students in comparison group.

In the area of reading, several studies have shown that students who use word processors,

versus those who use pen and paper are more engaged and motivated in their writing, they write more,

they receive earlier scaffolding and intervention by teachers, and they produce higher-quality work.

Pittard et al. (2003), noted that evidence from large scale studies, most notably Impact Harrison et al.,

(2002), showed that the use of ICT can motivate pupils and result in a positive effect on attainment

among those pupils who make relatively high use of ICT in their subject learning. Strand 1 of the

impaCT2 investigation focused specifically on pupil learning and attainment and found positive
associations between ICT use and achievement on some key stage (KS) tests, although the strength of

the associations observed varied with stage and subject area. Statistically significant positive

associations were found between ICT use and higher levels of attainment in; National Tests in English

(KS2), National Tests in Science (KS3), GCSE Science (KS4), and GCSE design and technology (KS4).

Positive associations were found between ICT use and National Test results in Mathematics (KS2) and in

relation to GCSE outcomes in GCSE modern foreign languages and geography (both KS4), although they

did not reach statistical significance.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

This study will be quasi-experimental in nature. It was non- equivalent pretest, posttest, post-

post test control group in design. This design was adopted because it is not possible to undertake true

experiment in social sciences. There was no randomization of subject since this might disrupts school

organization, hence, intact classes of SS II students were randomly assigned to experimental and control

groups respectively. The experimental group was taught through ICT used teaching method and the

control group through lecture method.

3.2 Population of the Study

The targeted population of this study comprised Zone of Senior Secondary Schools in Dawakin

Kudu educational Zone Kano State. The total population of eight thousand two hundred (8,200) SS II

students comprising four thousand six hundred and forty-five (4,645) males and three thousand five

hundred and fifty-five (3,555) females. Nineteen (19) out of these twenty-four (24) schools were

coeducational with six thousand one hundred and eighty-nine (6,189) students and only three schools

did not separate their classes computer literate wise which make a total of one thousand seven hundred
and forty-three (1743) students. The schools with ICT capacity were thirteen (13) with the total of six

hundred and eight (608) computers.

3.3 Sample and Sampling

Stratified sampling will be adopted in this study which is a commonly used probability method

that is superior to random sampling because it reduces sampling error. The researcher first identifies the

relevant stratum and their actual representation in the population. Random sampling is then used to

select a sufficient intact class from each stratum. Sufficient refers to a sample size large enough for us to

be reasonably confident that the stratum represents the population.

In this study, 19 out of 24 schools were coeducational out of which only 3 did not separate their classes

by computer literate (Those 3 comprise of 1743 students) and 2 of them were randomly selected so as

to equally investigate the computer literate effect of the ICT. Each of the selected schools has four intact

SS II classes and a sample of two intact classes of senior secondary schools II students was drawn

randomly by ballot, one from each coeducational schools within D/Kudu Educational Zone not with

standing the availability of computer laboratories since the researcher prepared for the required

equipment.

3.4 Instrumentation.

The Intelligent or Ability Status Test on mathematics known as Pretest

The Mathematics Performance Test referred to as Post test

Retention Test known as Post post test

3.4.1 Ability-level Test

 The stage involved pre-testing of all the students of both groups (after an earlier familiarization

tours with the students) on their ability level or intelligence and academic performance in mathematics.

This was done to determine the status or the ability level of the students on their understanding of the

concept of mathematics through the use of Geometry Performance Test (GPT).

3.4.2 Mathematics Performance Test

The posttest stage involved the experimental treatment, which consisted of five subunits of

senior secondary (2) geometry mathematics, that is; cuboids, cylinder, cone, sphere and hemisphere

taught through ICT-based teaching and through traditional teaching to control group for five (5) weeks.

On the conduct of the experiment, the instructional treatment was given to the experimental group,

where as the control group was taught by the lecture method. The same content was taught to both

groups and the researcher taught both the control and the experimental groups on areas, volumes and

other parameters of the selected solid shapes popularly known as mensuration.

3.4.3 Retention Test

This stage dealt with post-post testing of the control and experimental group after two weeks of

the post testing using the Mathematics Performance Test reshuffled to determine the effect of the

treatment on the students achievement in mathematics.

3.5 Validation of the Instrument

The Researcher prepared a thorough study on, lateral and surface areas and as well volumes of

solid to validate the topics that was taught to both groups by making the chart of specification, and by

considering the technique of paper setting for different understandings, for example 15% for difficulty,
70% for average, and 15% for easy levels. This instrument was validated by three independent experts

(three lecturers two in Mathematics education and one in educational measurement and evaluation). Although

the items of the instruments above were in three categories, they were all objective questions and

carrying equal mark each. Based on the suggestions of these experts, the necessary corrections were

made especially similar questions 74 and 77 of initial Appendix C removed, questions 4 and 55 reframed

to avoid confusing language, avoidance of none of the above as option, more operational questions

created and properly formatted.

3.6 Pilot Testing

Pilot study was conducted in order to ascertain feasibility of conducting the present study.

Content and face validating were taken care of and provided ground for the real study. The reliability

coefficient of 0.86 was found significant. The findings enabled the researcher to fine tune the instrument

and adjust the set time of the test with extra 10 minutes. He equally made provision for power

generator to bridge the gaps experienced during the study. D/Kudu Science College SS II students were

used for the pilot study. The pilot study involves a group that has the same characteristics with the

research sample, but not necessarily involved in the main study Angrist and Lavy, (2004).

3.7 Reliability of the Instrument

The Geometry Performance Test (GPT) composed of 76 items in various difficulty levels from five

areas of senior secondary school mathematics was used and had reliability coefficient of 0.86 using split-half

(odd-even) method. In this method the score obtained from each individual was divided into two groups

by pooling the odd number items and even number items, ranking them and obtained the sum of the

squares of the deviation of the ranks. Spearman-Brown prophecy method was applied to find out the

coefficient of reliability from the comparable values of the post-test at 0.5% levels of significance.
3.8 Data Collection Procedure

The researcher sought permission from the D/Kudu Zonal Educational to conduct this research,

and the approval was given. The researcher taught both the control and the experimental groups on

areas, (curved, lateral surface, total surface area) volumes and other parameters of the solid shapes

popularly known as mensuration and the treatment of the Mathematics Performance Test (GPT) was

administered to both experimental and control groups for Three (3) weeks and all the tests conducted at

one weeks interval, all in all within the period of six (6) weeks. The tests scores obtained from pretest,

post-test and post-post-test were recorded accordingly and formed the data tabulated for analysis.

3.9 Procedure for Data Analysis

To achieve the objectives of the study, the data collected were statistically analyzed using the

following techniques: t-tests and two-way analysis of variance (Two-way ANOVA). This statistic handles

two or more variables, factors, satisfying the necessary assumptions, affect the dependent variable.

Each factor will have two or more levels within it, and the degrees of freedom for each factor is one less

than the number of levels.(hence the name two-way ANOVA) This statistic was used to measure the

effect of computer literate on the mean retention and academic performance in mathematics of those

taught using ICT and those taught using lecture methods.