Effects of Technology-Based Learning Strategy on Senior Secondary School Students’ Achievement in Mathematics in Federal Capital Territory Abuja, Nigeria

Abstract

This study investigated the effects of technology-based learning strategy on senior secondary school students’ achievement in mathematics in the Federal Capital Territory, Abuja, Nigeria. Using a quasi-experimental design, the study employed a pretest-posttest approach with a non-equivalent, non-randomized sample of 83 students divided into experimental and control groups. Data were collected using Mathematics Achievement Test (MAT). The instrument was validated by experts and subjected to reliability test which yielded 0.83 using Kuder-Richardson formula 20. Data collected were analysed using mean and standard deviation to answer the research questions while ANCOVA was used to test the null hypotheses at 0.05 level of significance. The results showed that technology-based learning significantly improved students’ achievement in mathematics. Additionally, the study found no significant gender differences in students’ achievement when using technology-based learning strategy. These findings suggest that technology-based learning strategy is a viable and effective teaching method that can be used without gender bias. Therefore, the study recommended among others, that teachers should be encouraged to adopt technology-based learning strategy in classroom instruction and that school administrators and curriculum planners should integrate technology-based instructional tools into Mathematics curricula, since their use has been found to significantly enhance students’ academic achievement in Mathematics.