Mr. HarrisonThe Impact of Computer Base Instruction and Effective Teaching of Mathematics
ABSTRACT
The study was prompted by the need to expose, the need of using computer-based institution in the teaching of mathematics in secondary schools as it affects Abak Local Government Area. To guide the study, three (3) null hypotheses bothering on the relationship of simulation on students learning of mathematics, computer-based instructions on teacher-students interaction in mathematics.
This study uses data obtained through a questionnaire administered on six (6) sampled secondary schools in the area. In each of the schools, forty (40) students were randomly selected, making a total of two hundred and forty (240) respondents. The study reveals that teaching with the use of computer enhances effective teaching and students’ retention in mathematics. It was recommended among others that mathematics teachers should make use of computer-based instructions to facilitate effective learning.
CHAPTER ONE
INTRODUCTION
This chapter deals with the background to the study and its settings.
1.1 Background to the Study
Methods of teaching to achieve the desired instructional objectives in a lesson class have been a major concern of many research scholars over the years. This is so because if the learners fail to acquire the desired competence it therefore means that the teacher has also filed in his task to deliver effective instructions to the learner whose primary reason of going to school is to acquire new skills and knowledge. According to Umar (2013) “if the learners have not learnt, it therefore means that the teacher has not taught”. The teachers’ role in this regard is to ensure that appropriate method is selected in teaching the subject so that the learners derive much benefit from his lesson.
Many students dread mathematics while many others who offer mathematics in secondary schools fail to perform maximally in public examinations. Perhaps owing to poor methods adopted by teachers in teaching the subject. In this regard Udo-Usoro (2006:242), observes that it is poor teaching that leaves the impression that mathematics is merely a tool subject composed of series of signs, symbols and laws of operation” Ekah (2005), point out that” methods adopted by the teacher can either make or mar the learner.
This study on enhancing the quality of teaching mathematics through the use of computer-based instructions is therefore a unique step in this direction. In the view of Prozesky (2009), “computer-based instruction refers to instructions or renditions presented on a computer”. This author also hold the view that the adaptive process in computer makes it easier for the learner to adapt faster in the instructional procedures adopted by the teacher: that computer simulation and animations also serves as a catalyst for turning abstract concepts in science and mathematics to reality. This concept is based on the fact that when the learner’s interest forwards a particular subject is developed he will achieve more through self-involvement and constant practice.
This study will therefore, examine how computer simulation will enhance learning of mathematics; improve retention through participation and quality interactions in the mathematics lesson class.
The Impact of Computer Base Instruction and Effective Teaching of Mathematics
1.2 Statement of the Problems
Over the year, the researcher has observed that many students have failed to secure admission into the universities, polytechnics and colleges of education because of poor performance in mathematics in public examinations such as the senior secondary school certificate examinations (SSCE) and, the unified tertiary and matriculation examinations (UTME) particularly in engineering, medicine, pharmacy, mathematics and other mathematics base professions.
It is also obvious that many secondary school students dread mathematics with passion. This subject is also made compulsory to all secondary school students and a mandatory subject as a condition for admission in virtually all profession in tertiary institutions in Nigeria, many of these students have no alternative than to get involved in examination malpractices in order to succeed. This condition will not help a developing economy such as Nigeria, particular since we are frantically aspiring for industrial revolution by the year 2020.
This study will examine how mathematics could be best taught and learnt through the use of computers so the instructional output could be enhanced. It will also make recommendation based on research findings on the issue.
1.3 Purpose of the Study
The general objective of the study is to investigate how the quality of teaching mathematics could be enhanced through the use of computer-based instructions in Abak Local Government Area of Akwa Ibom State.
Specifically, the objectives of the study are to:
(i) Find out how computer simulations can improve students’ learning of mathematics in secondary schools.
(ii) Examine how the use of computer can enhance teacher-students interactions in mathematics lesson class.
(iii) Assess the extent to which the use of computers to teach mathematics can promote students retention in the subject.
1.4 Significant of the Study
Research findings on the issues will
(i) Serve as a reference manual for future researchers on related issues.
(ii) Educate teachers and students on the importance of using computers in the teaching and learning process.
(iii) Help teacher and students to be computer illiterate.
(iv) Help government and other related agencies when making policy statements concerning teachers training and provision of facilities in secondary schools.
The Impact of Computer Base Instruction and Effective Teaching of Mathematics
1.5 Research Questions
In the course of carrying out this investigation, it was imperative for the researcher to raise the following question that would guide the study.
(i) How does a computer simulation improve students’ learning of mathematics?
(ii) How does the use of computer to teach mathematics enhance teacher-students interactions in the classroom?
(iii) To what extent does a computer-based instruction promote students retention in mathematic.
1.6 Research Hypotheses
The following null hypotheses were postulated to gu.ide the study:
(i) There is no significant influence of computer simulations on students’ learning of mathematics.
(ii) There is no significant influence of computer-based instructions on teacher students’ interactions in mathematics.
(iii) There is no significant influence of computer-based instructions on students’ retention of mathematics.
1.7 Delimitation of the Study
The study was restricted, in scope, to an investigation into enhancing the quality of teaching mathematics through the use of computer-based instructions in Abak Local Government Area of Akwa Ibom State.
1.8 Limitation of the Study
In the course of carrying out the investigation, the researcher was faced with certain problems which posted significant obstacles to the success of this exercise prominent among these problems were in the form of financial constraints because the researcher depended solely on the paltry financial contributions of parents which were scarcely sufficient for research project of this magnitude.
Secondary, there was a time constraint as one semester time-frame allocated by the college authority for completion and submission of research report was hardly adequate for wider coverage on the topic.
The Impact of Computer Base Instruction and Effective Teaching of Mathematics
1.9 Operational Definition of Terms
This section deals with definitions of difficult words and technical terms which were used to explain certain key concepts and basic ideas so that any reader of this report will easily comprehend materials presented in the report without having to consult the dictionary. They are as follows:
(i) Computer-Based Instruction: This refers to the use of computer in the teaching and learning process.
(ii) Mathematics: This is branch of study which deals with manipulation of figures aimed at finding solution to problems
(iii) Computer: This refers to an electronic .device which receives instructions, processes the instructions and displays the results on the output unit called the monitor.
(iv) Teaching: teaching either as a process or profession refers to a systematic way of imparting knowledge or skills from one person called the teacher to another person called the learner.
(v) Learning: This refers to the process of acquiring knowledge or skills and usually in a classroom setting.
Mr. Harrison
