EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY USE ON STUDENTS’ ACHIEVEMENT AND ATTITUDE IN MATHEMATICS

Abstract

One of the most critical concerns in national examinations in Kenya since independence in 1963 is poor performance in Mathematics. This study is designed to investigate the effects of Information and Communication Technology (ICT) on students‟ achievements in mathematics and attitude towards mathematics. This thesis used quasi-experimental design, a field study carried out on Students from Day Secondary Schools from Tiriki East Division, Hamisi Sub-County in Vihiga County of Kenya. The purpose of this study was to determine the effects of integrating ICT in teaching and learning to improve performance of mathematics in Secondary School Education in Kenya. The objectives of this study were: i) To determine the effects of ICT use on students achievement in mathematics ii) To investigate how ICT influences male and female students‟ achievement in mathematics and iii) To investigate the effects of ICT on students attitude towards mathematics. A total of 452 students with a sample of 256 respondents comprising 104 female and 152 male respondents participated in the study. The sample involved twelve classes comprising of Form four students from four of the nine mixed Day Secondary Schools in the Division. Two of these schools, the only Day Secondary Schools in the Division with computers for learning, were selected into the experimental group. The other two schools were selected into the control group because they have three streams in each class just like the schools selected into the experimental group. In the experimental group, all students were taught how to determine median and quartiles of a given set of data using a computer program. The control groups were taught the same content as experimental group using the traditional methods. A paper and pencil test on the achievement was administered to both groups before and after the treatment. Another instrument, the questionnaire, testing attitude was given to students to respond to before and after the treatment. Data collected was analyzed using mean, standard deviation and one-way Analysis of Variance (ANOVA). The information was presented in form of bar graphs, pie charts and tables. The findings showed that ICT integration in teaching improves the achievement in mathematics of Secondary School students but has no significant effect on the attitude towards mathematics. The study therefore recommends the Government of Kenya in collaboration with Schools Board of Management, Education stakeholders and well-wishers to equip Secondary Schools with computers for learning. Further research should be conducted on the effects of ICT use in Secondary Schools over a long period of time on students‟ attitude towards mathematics