THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS IN NNEWI NORTH LGA OF ANAMBRA STATE
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THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS IN NNEWI NORTH LGA OF ANAMBRA STATE
Abstract
The integration of technology into teaching and learning has become an essential driver of educational transformation worldwide, particularly in improving students’ engagement and academic outcomes. This study investigates the impact of technology integration on students’ achievement and interest in mathematics in senior secondary schools in Nnewi North Local Government Area of Anambra State, Nigeria. The objectives were to determine the extent to which technological tools such as interactive software, digital simulations, and multimedia instructional materials influence students’ performance in mathematics, as well as to assess their effect on students’ interest and motivation toward the subject. A quasi-experimental research design was employed, involving senior secondary school students divided into experimental and control groups. Data were collected using mathematics achievement tests and interest rating scales, and analyzed through descriptive and inferential statistics.
Findings reveal that students exposed to technology-integrated instruction performed significantly better in mathematics than those taught with traditional methods, indicating a positive effect on academic achievement. Moreover, the study shows that the use of technology enhanced students’ curiosity, participation, and sustained interest in learning mathematics, thereby reducing negative perceptions often associated with the subject. The results suggest that the integration of technology not only bridges gaps in comprehension but also fosters a more interactive and student-centered learning environment.
The study concludes that technology integration is a critical pedagogical strategy for improving mathematics achievement and interest among secondary school students. It recommends that policymakers, school administrators, and teachers prioritize the provision and effective use of digital instructional tools to support mathematics education in Nnewi North and beyond.
Keywords: Technology Integration, Students’ Achievement, Interest, Mathematics, Senior Secondary Schools, Nnewi North, Anambra State
able of Contents
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Objectives of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Significance of the Study
1.8 Scope of the Study
1.9 Operational Definition of Terms
Chapter Two: Review of Related Literature
2.1 Conceptual Framework
2.1.1 Concept of Technology Integration in Education
2.1.2 Mathematics Achievement among Secondary School Students
2.1.3 Students’ Interest and Motivation in Mathematics
2.1.4 Technology as a Pedagogical Tool in Mathematics Instruction
2.2 Theoretical Framework
2.2.1 Constructivist Learning Theory
2.2.2 Cognitive Load Theory
2.2.3 Motivation Theories in Learning (Self-Determination Theory, Expectancy-Value Theory)
2.3 Empirical Review
2.3.1 Studies on Technology Integration and Students’ Achievement
2.3.2 Studies on Technology Integration and Students’ Interest
2.3.3 Gaps Identified in Literature
2.4 Summary of Literature Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
Chapter Four: Data Presentation, Analysis, and Interpretation
4.1 Presentation of Data According to Research Questions
4.2 Analysis of Data Based on Hypotheses Testing
4.3 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of the Study
5.2 Conclusion
5.3 Recommendations
5.4 Implications for Policy, Practice, and Future Research
5.5 Suggestions for Further Studies
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