Abstract:
This study explored the effect of ICT integration in teaching Mathematics on
students’ motivation and achievement in endowed and less endowed Senior High
Schools (SHSs) in the Gomoa West district of the central region. The study employed
the embedded mixed method approach involving quasi-experimental design in which
three SHSs (one endowed and two less endowed) were purposively selected and
assigned as control and experimental groups. A sample of 120 students and 4
Mathematics teachers from the three schools were randomly selected for the study.
Geometry Achievement Tests (GAT) was administered to all student participants as
pre-test and after the intervention a similar GAT was administered to students again
as post-test. During treatment, ICT was integrated into the lessons of the experimental
groups while the traditional instruction was applied to the control group. Six students
from the experimental group and 4 mathematics teachers were interviewed to elicit
their views on how ICT integration motivate students to study mathematics. Results
from paired sample t-test showed that participants in both groups (experimental and
control) had increment in their post-GAT as compared to the pre-GAT. However,
independent samples t-test results revealed that students in the experimental group
achieved better in the post-GAT as compared to those in the control group. Findings
also revealed that students from the endowed school outperformed those from the less
endowed school. Finally interview results revealed that ICT integration promotes
students’ motivation by; making the lesson student-centered and practical, promoting
retention through its visual presentation and increases students’ study time allotted to
mathematics. In conclusion, ICT integration approach to teaching and learning of
mathematics concepts was found to promote students’ motivation and increased
achievement in mathematics than the traditional instruction.
Description:
A dissertation in the Department of Mathematics Education, Faculty of
Science Education, submitted to the School
of Graduate Studies, in Partial Fulfillment
of the Requirements for the Award of the Degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
