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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/245

Title: EFFECTS OF COMPUTER SIMULATED GAMES AND POWER POINT ON SENIOR SECONDARY STUDENTS’ ATTITUDE AND ACHIEVEMENT IN GEOMETRY IN ADAMAWA STATE
Authors: OCHOYI, USMAN ENEMADUKU
Keywords: EFFECTS, COMPUTER, SIMULATED, GAMES, POWER POINT, SENIOR, SECONDARY, STUDENTS' ATTITUDE, ACHIEVEMENT, GEOMETRY, ADAMAWA STATE
Issue Date: Feb-2018
Abstract: This study investigated the effects of computer simulated games and power point on Senior Secondary Students’ attitude and achievement in geometry.This study adopted a quasi-experimental non-equivalent pre-test post-test Design.Intact classes were assigned to experimental and control groups.The population of the study comprised 23,025 students from 154 senior secondary schools in the state.The study used a sample size of 210 Senior Students in Yola Education Zone of Adamawa State.Simple random sampling technique was employed in the selection of intact classes, purposive sampling for the selection of three private and three public schools and stratified sampling for the selection of sampled schools from the Local Governments. The Instruments used were Geometry Attitude Inventory Scale (GAIS) and Geometry Achievement Test (GAT). The reliability of the instruments was established using Cronbach’s Alpha. This yielded a coefficient of 0.85 for GAIS and 0.70 for GAT. These validated instruments by five Senior Lecturers; two in Mathematics Education, two in English Education and one in Measurement and Evaluation.Two teaching strategies adopted for experimental strategies were computer simulated games (e-Learning Software) and power point. Conventional (enriched lecture) strategy was used for the control group. The study used descriptive statistics of Mean and Standard Deviation in answering research questions and inferential statistics of Analysis of Covariance (ANCOVA) for testing hypotheses at 0.05 level of significance.The results showed that there were mean gains in achievement in geometry of 0.48, 14.06, 0.45 and 5.14 in favour of Computer Simulated Games (CSG) and 0.54 and 8.91 in favour of Power Point (PP).Mean gains in achievement were -0.29, -0.86, -0.09 and 0.032 for gender differences. The result showed significant differences for hypotheses Ho1 with p = 0.02<0.05, Ho2 with p =0.00< 0.05,Ho3 withp = 0.00<0.05, Ho4 with p = 0.00<0.05 and Ho10 with p = 0.00<0.05. These hypotheses were rejected. For hypotheses Ho5 with p = 0.52>0.05, Ho6 with p = 0.59>0.05, Ho7 with p =0.31 >0.05Ho8 with p =0.26 >0.05 and Ho9 p = 0.08 <0.05;the results showed no significant differences existing between the variables.The hypotheses were therefore not rejected. The findings of the study revealed that CSG was effective on Senior Secondary Students’ attitude and achievement in geometry. The use of CSG for teaching geometry significantly enhanced positive attitude of Senior Secondary Students and improved their achievement in geometry. The use of CSG, however did not show any significant difference in attitude and did not improve their achievement in geometry amongst male and female students. The result revealed that the use of PP for teaching geometry in senior secondary schools has no significant effect on attitude and achievement of male students. The use of PP for teaching geometry lessons failed to show any significant difference in attitude but showed a significant difference in achievement in geometry.Based on the findings of the study, it was recommended that the State Government through the State Ministry of Education should equip the Senior Secondary Schools in Adamawa State with computers. This study strongly suggests the use of computer simulated games and power point for teaching geometry and mathematics at Senior Secondary Schools in Adamawa State.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/245
Appears in Collections:Curriculum and Teaching

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