REVIEW OF IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOL IN NNEWI NORTH LGA OF ANAMBRA STATE

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THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS ON SENIOR SECONDARY SCHOOL IN NNEWI NORTH LGA OF ANAMBRA STATE

Abstract

This study investigates the impact of technology integration on students’ academic achievement and interest in mathematics at the senior secondary school level in Nnewi North Local Government Area (LGA) of Anambra State, Nigeria. With the increasing adoption of digital tools in education, this research seeks to explore how the use of technology, such as computers, software applications, and interactive learning platforms, influences students’ performance and engagement in mathematics. A mixed-methods approach was employed, combining quantitative data from pre- and post-tests to measure academic achievement and qualitative data from surveys and interviews to assess changes in students’ interest and attitudes toward mathematics. The sample consisted of senior secondary school students and mathematics teachers from selected schools in Nnewi North LGA. Findings revealed that technology integration significantly improved students’ academic performance and fostered a greater interest in mathematics. However, challenges such as inadequate infrastructure, limited teacher training, and inconsistent access to technological resources were identified as barriers to effective implementation. The study concludes that while technology has the potential to enhance mathematics education, strategic investments in infrastructure, teacher training, and policy support are essential to maximize its benefits. Recommendations are provided for stakeholders, including educators, policymakers, and school administrators, to promote sustainable technology integration in mathematics education.

Chapter One: Introduction

1.1 Background to the Study

The integration of technology into education has become a global phenomenon, transforming traditional teaching and learning methods. In recent years, the use of digital tools such as computers, interactive software, and online learning platforms has gained significant attention in enhancing students’ academic performance and engagement in various subjects, including mathematics. Mathematics, as a core subject, plays a critical role in the development of logical reasoning, problem-solving skills, and scientific literacy. However, many students, particularly at the senior secondary school level, often struggle with mathematics due to its abstract nature and perceived difficulty. This has led to a decline in students’ interest and achievement in the subject, especially in developing countries like Nigeria.

In Anambra State, particularly in Nnewi North Local Government Area (LGA), the performance of students in mathematics has been a concern for educators and policymakers. Despite efforts to improve teaching methodologies and curriculum delivery, challenges such as inadequate resources, large class sizes, and limited teacher training persist. The integration of technology in mathematics education presents an opportunity to address these challenges by making learning more interactive, engaging, and accessible. However, the extent to which technology integration impacts students’ achievement and interest in mathematics in this region remains underexplored.

1.2 Statement of the Problem

The persistent low performance and lack of interest in mathematics among senior secondary school students in Nnewi North LGA of Anambra State have raised concerns among educators, parents, and policymakers. Traditional teaching methods, which often rely on rote learning and teacher-centered approaches, have proven insufficient in addressing the diverse learning needs of students. While technology integration has been identified as a potential solution to enhance learning outcomes, its implementation in Nnewi North LGA has been inconsistent due to factors such as inadequate infrastructure, limited teacher training, and insufficient access to technological resources. This study seeks to address the gap in understanding how technology integration impacts students’ achievement and interest in mathematics in this region.

1.3 Objectives of the Study

The primary objectives of this study are:

To examine the impact of technology integration on students’ academic achievement in mathematics in senior secondary schools in Nnewi North LGA.

To assess the influence of technology integration on students’ interest and attitudes toward mathematics.

To identify the challenges associated with the integration of technology in mathematics education in Nnewi North LGA.

To provide recommendations for effective technology integration in mathematics education.

1.4 Research Questions

This study is guided by the following research questions:

What is the impact of technology integration on students’ academic achievement in mathematics in senior secondary schools in Nnewi North LGA?

How does technology integration influence students’ interest and attitudes toward mathematics?

What are the challenges associated with the integration of technology in mathematics education in Nnewi North LGA?

1.5 Hypotheses

The following hypotheses were formulated to guide the study:

There is no significant difference in the academic achievement of students taught mathematics with technology integration and those taught using traditional methods.

There is no significant difference in the interest and attitudes of students toward mathematics when technology is integrated into teaching compared to traditional methods.

1.6 Significance of the Study

This study is significant for several reasons. First, it provides empirical evidence on the impact of technology integration on students’ achievement and interest in mathematics, which can inform educational policies and practices in Nnewi North LGA and beyond. Second, the findings can guide teachers and school administrators in adopting effective strategies for integrating technology into mathematics education. Third, the study highlights the challenges associated with technology integration, offering insights for stakeholders to address these barriers. Finally, the study contributes to the broader discourse on the role of technology in enhancing education in developing countries.

1.7 Scope of the Study

This study focuses on senior secondary school students and mathematics teachers in selected schools in Nnewi North LGA of Anambra State. It examines the impact of technology integration on students’ academic achievement and interest in mathematics, as well as the challenges associated with its implementation. The study is limited to the use of digital tools such as computers, educational software, and interactive learning platforms in mathematics education.

1.8 Definition of Terms

Technology Integration: The incorporation of digital tools and resources, such as computers, software, and online platforms, into teaching and learning processes.

Academic Achievement: The measurable performance of students in mathematics, as reflected in test scores and examinations.

Interest in Mathematics: The level of enthusiasm, curiosity, and positive attitude that students exhibit toward learning mathematics.

Senior Secondary School: The final stage of secondary education, typically covering grades 10 to 12, where students prepare for higher education or vocational training.

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