Effects of the use of computer animated loci teaching technique on secondary school students’ achievement and misconceptions in mathematics within Kitui County, kenya

Abstract

Mathematics plays an important role in the scientific and development of all nations. In Kenya mathematics is compulsory in all Primary and secondary schools. However the performance in the subject at the National Examinations has remained below average with marked gender differences. The students‘ performance in some mathematics topics such as ―Loci‖ has been wanting. The reason for the poor performance in mathematics and the Loci topic in particular has been attributed to several factors, which may include: poor teaching methods and lack of teaching/learning resources. This study sought to investigate effects of using Computer Animated Loci Teaching Technique on students‘ achievement and mathematics misconceptions held by learners in the mathematics topic. ICT has been used in teaching and learning of chemistry with remarkable improvement. The theoretical framework that guided the study was based on the Constructivist theory of learning where the students constructed new knowledge from real-life experiences. Computer Animations on Loci concepts were constructed to teach Form Four in Co-educational secondary schools. Solomon Four, Non-Equivalent Control Group Research Design was used with two treatment groups E1 and E2. The control groups were also two C1 and C2. Purposive random sampling method was used to choose a school for each group that had evenly distributed gender, graduate teachers teaching Form Four and a computer laboratory with at least ten computers. The two experimental groups were exposed to Computer Animated Loci Teaching Technique as the treatment while the two control groups were taught using the conventional teaching and learning methods. The sample size was 207 students consisting of 95 girls and 112 boys. A Mathematics Achievement Test (MAT), adopted from KCSE past Examinations papers on Loci was used to identify Students‘ mathematics misconceptions. The instrument was pilot tested to estimate its reliability. The instrument-MAT was validated for face and content validity by experts from the Department of Curriculum, Instruction and Educational Management of Egerton University. The reliability coefficient of the instrument was estimated to be 0.8826 using K-R 20 formula. A Pre-test was administered to the two groups (E1 & C1), one experimental and one control before intervention and then the same MAT was administered to all the four groups after intervention as a Post-test. The t-test, ANOVA and ANCOVA were used to test hypotheses at Coefficient alpha (ά) level of 0.05. The results of the research study indicated that Computer Animated Loci Teaching Technique improves students‘ mathematics achievement and reduced mathematics misconceptions. Both female and male students when exposed to the technique performed significantly the same. The findings may be useful to students, teachers, Universities and curriculum developers in secondary schools since the technique may improve the quality of education in the country.