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EFFECT OF
MULTIMEDIA PROJECTION ON SENIOR SECONDARY STUDENTS’ ACHIEVEMENT AND INTEREST
ABSTRACT
The purpose
of this study was to ascertain the effect of Multimedia Projection on Senior
Secondary
Students’
achievement and interest in Sets. Four research questions and six null
hypotheses guided the
Study. The
design of the study was quasi-experimental, non-equivalent Control Group
Design. This design
was apt
since randomization of subjects was not done and intact classes were used. The
population for
the study
was 2,809 SSI students made up of 1,246 males and 1,563 females and the sample
size was
200 students
from the four intact classes used for the study. Each intact class came from
one co-
educational
school used for the study-two from Nsukka zone for experimental and control
groups.
Similarly,
the other two came from Enugu Education zone, one for Experimental and the
other for Control
group.
Multistage sampling technique was employed for the study; purposive sampling
was used in
selecting
four state schools with functional computers. The four intact classes used were
therefore
purposely
drawn from the four coeducational schools in Enugu State of Nigeria. Balloting
without
replacement
was used in determining which of the two schools, in each education zone,
becomes the
Experimental
group’s school and which one becomes the Control group. The instruments of Set
Achievement
Test (SAT) and Set Interest Scale (SIS) were used to collect data on the
cognitive
achievement
and interest of students in Sets respectively. The four research questions were
answered
using means
and standard deviations while Analysis of covariance (ANCOVA) was used in
testing the
hypotheses
at 0.05 levels of significance. The results revealed that the use of MUMPPAS in
form of CAL
package as a
teaching method increased students’ achievement and interest in sets more than
the
conventional
chalkboard method of teaching. Both male and female students achieved highly as
a result
of the use
of MUMPPAS and there was no significant interaction effect between MUMPPAS
treatment
and gender
on students’ achievement in Sets also interest of male and female students in
experimental
group
increased highly as a result of the use of MUMPPAS. However, there was
significant interaction
effect
between MUMPPAS and gender on students’ interest in Sets. Based on the results,
it was
recommended
among others that Mathematics teachers be trained on how to master the technique
needed for preparation and use of CAL package like MUMPPAS for effective
teaching and learning ofdifferent concepts in Mathematics by students.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Mathematics
as a subject is the study of quantity, structure, space, relation, change and
various topics of pattern, form and entity (Wikibooks, 2011). It promotes the
training of the mind. It is an indispensable subject and the Queen of sciences
(Guass, 1856).Borel(2014) stated that Mathematics is the queen of Sciences, a
servant of Science subjects while Life (2014) viewed Mathematics as King of
Arts, Queen of Science. It is also a science of number and shapes (Carl, 1984).
Mathematics is used every day by everyone especially in this present scientific
and technological world. Emphasis in Nigeria today is on technological
development and mathematics is needed for this technological development.
Linking Mathematics to development and progress through Science and Technology,
Azuka (2002) stated that the arrows connecting mathematics with development and
progress of any nation are as shown below:
Mathematics
Science Technology Development and
Progress. In line with this relationship between Mathematics, Science and
technology, Harbor Peters (2001a) remarked that mathematics remains the pivot
on which any true science can rest and no true science can succeed without
going through mathematical demonstration; that any nation that wants to develop
technologically begins by developing her mathematical arts right from the
classroom. In other words, mathematics and science are important in our daily
lives. It is this importance of mathematics that has made Ukeje in Onah (2004)
to stress that without mathematics, there is no science; without science, there
is no modern technology, and without modern technology, there is no modern
society.
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