Abstract

EFFECT OF ICT-DRIVEN PEDAGOGY ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS WITHIN GOMBE METROPOLIS IN GEOMETRY

Abdulkarim.A., Bomala.I and Abimbola N.G.A.

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Abstract This study determined the effectiveness of Information communication Technology (ICT) driven pedagogy in improving SS11 students? achievement in geometry. The study employed a non equivalent control group quasi experimental design. The study was carried out in Gombe State of Nigeria. Two schools were used for the study. The treatment group was taught topics in geometry using Information communication Technology (ICT) driven pedagogy while control group was taught the same topics using Conventional Teaching Method. At the onset of the experiment pre-test (Geometry Achievement Test) was administered to the students in the two groups while at the end of the treatment session that lasted for two weeks the same Geometry Achievement Test was administered to the students as post-test. Two research questions and two Null hypotheses guided the study. The research questions were answered using mean and standard deviation while the Null hypotheses were tested at an alpha level of 0.05 using Analysis of Covariance (ANCOVA). The Results of the study show that ICT driven pedagogy is superior to the conventional approach in fostering students? achievement in geometry. The study further revealed that male students taught geometry using the ICT driven pedagogy performed better than their female counterparts and that there is no interaction between method and gender on students? achievement in geometry. Part of the recommendations and suggestions drawn from the study is that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners? academic achievement. Furthermore, schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics. . Key words: ICT driven pedagogy, student achievement, Mathematics.

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