The effect of ICT integration on Senior High students’ motivation and achievement in geometry, the case of Gomoa West District.

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.