The Effect of Using Multimedia in Teaching and Learning Mathematics and Academic Achievement of Secondary School Students in Mathematics
CHAPTER ONE
Objectives of study
General Objective
The general objective of this study was to examine the effect of multimedia tools for mathematics on teaching and learning mathematics in secondary schools
Specific Objectives
- To explore the views of teachers and students on the extent to which multimedia tools for mathematics affect student performance in mathematics.
- To examine the challenges that teachers in Emerald school and Alaafin grammar school face in accessing multimedia tools for mathematics.
- Assess the strategies that teachers use to minimize the challenges of attaining and using quality multimedia tools for mathematics.
CHAPTER TWO
LITERATURE REVIEW
Theoretical Framework
Multimedia tool Theories
multimedia tool theories assume that there is a direct link between the materials that the teachers use, and the students’ learning outcomes. These outcomes include higher abilities to learn, quality strategies to learn and perform classroom activities and positive attitude towards learning. Further, these theories assume that multimedia tools for mathematics have the capacity to develop into students the highest order of intellectual skills as they illustrate clearly, step by step how to follow the rules/principles and elaborate on the concepts, all of which have positive impact on solving new problems by analyzing the situation and formulating a plan (Gagné et al. 2005). According to Gagne et al, multimedia tool can be used to develop higher learning abilities to the learners through self-teaching or guided learning. This implies that the multimedia tools for mathematics mainly comprise “eliciting performance” and “providing feedback on performance correctness,” in addition to “providing learning guidance” for guided discovery learning. Many of Gagné’s 9 ideas have broad implications for secondary teachers in Emerald school and Alaafin grammar school in Atakpoo, Atiba L.G.A. Many of these ideas have capacity building undertones with themes of students’ acquisition of critical thinking and problem-solving skills. However, the theory does not relate to whether or not students can think critically in what aspects or how they can solve a particular problem by themselves. However, I have the opinion that the purpose of multimedia tools for mathematics or technology in education is to stretch students’ imagination and to encourage them to solve problems in their lives.
Similar ideas are held by Lev Vygotsky, a Russian psychologist who held a view that tools and signs, which are in a form of multimedia tools for mathematics, have the capacity to develop in students higher level of thinking, which is important in problem-solving activities. However, since they are considered to be domain-specific, the ways multimedia tools for mathematics can start cognitive development is yet to be studied with respect to classroom teaching. Thus, this study stretches these views.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Aaker et al (2002) defines a research design as the detailed blue print used to guide a research study towards its objectives. Method design, sample design and analysis design was used. Cross section studies were used during data collection. According to Saunders et al (2004) a cross sectional design allows data to be collected at a single point in time without repetitions from a sample selected to represent some large population and therefore using minimum time and resources. In this study, the design was favourable because of limited resources like time, labour (personnel) and transport.
Sampling Procedure
The study population involved all Emerald school and Alaafin grammar school in Atakpoo, Atiba L.G.A.. The main target groups of sampling were the head of school, teachers and students. The sampling methods that were used to get the required sample included systematic random sampling and purposive sampling techniques.
CHAPTER FOUR
RESEARCH FINDINGS AND DISCUSSION
Demographic Characteristics
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
Conclusion
From the study findings it is apparent that many schools in the study area do not use appropriate multimedia tools for mathematics. They do not have multimedia tools for mathematics that the schools need to buy, nor do they improvise their own. Although all the teachers agree that multimedia tools for mathematics are important in contributing to students’ teaching and learning, they do not show a need to have these materials in their classrooms.
This implies that, although the teachers have the knowledge about the importance of multimedia tools for mathematics, they are not inclined to develop them. This may have many reasons. One could guess that teachers do not care whether the students perform or not, and this from the management point of view, may emanate from low morale and motivation towards their teaching. Another explanation may be, poor supervision from their heads of schools. Normally, heads of schools are supposed to be instructional supervisors, to ensure that instructions are going on and students are provided with quality education coupled with quality instructional resources. Lack of supervision may be the reason for the situation found by this study.
Recommendations
The government should strive and set aside a reasonable amount of education budget which will be directed to improve and construct libraries in schools like what it did to promote laboratories in schools. The heads of schools should rise their voice to be heard by parents as well as the government on the importance of improving and promoting good multimedia tools for mathematics in community schools and that success or failure of a student will not only depend on the content that the students receive in class as well as access to materials for further review by his or her own.
The parents should not sit down and wait for the government to effect on the availability of libraries and other valid learning materials and facilities in schools. The parents should consider the problems of lacking facilities as a challenge that needs to be redressed by them. So the study urges parents to effectively participate physically and financially where possible for the development of the schools.
REFERENCES
- Abdelraheem, A. Y. and Al-Rabani, A. H. (2005). Utilization and benefits of instructional media in teaching social studies courses. Malaysian Online Journal of Instruction Technology, 2(1), 1-4.
- Adeogum, A. A. (2001). The principal and the financial management of public secondary schools in Osu State. Journal of Educational System and Development. 5(1): 1 – 10.
- Aina, L. O. (2013). Information, knowledge and the gatekeepers. The One Hundred and Thirty-Second Inaugural Lecture delivered at the University of Ilorin, Nigeria.
- Akande, O. M. (1985). Hints on Teaching Practice and General Principles of Education. Lagos: OSKO Associates.
- Atkinson, R. K. (2000). Learning from Examples: Instructional principles from the worked Examples Research. Mississippi: Mississippi State University.
- Eshiet, I. T. (1996). Improvisation in science teaching. Abak: Belpot (Nig) Co. Farrant, J. S. (1980) Principles And Practices In Education. Singapore: Longman Publishers Limited.
- Farombi, J. G. (1998). Resource Concentration, Utilization and Management as Correlates of students’ Learning outcomes: A study in School Quality in Rivers State. Unpublished Ph.D. Thesis, university of Ibadan, Nigeria.
- FEMSA, (2015). Resources and facilities for Teaching and Learning of Mathematics and Science School. Retrieved on 18/10/2015 from www.unesco. org/education/ educprog/ste/projects/girls%20africa/femsa/femsa2.html.
- Fisher, K. (2004). Re-voicing the Classroom: a spatial manifesto’, Forum, 46(1): 36– 38.
- Gagne’, R. M., Wager, W. W., Golas, K. C. & Keller, J. L. (2005). Principles of Instructional Design. Belmost, CA: Thompson.
- Gogo, K. S. (2002). Input of cost sharing on access, equity and quality of secondary education in Rachuonyo District. Unpublished ME.d. Thesis, Kenyatta University. Nairobi, Kenya.
- Haki Elimu, (2007). Challenges of Education Sector Budget. Haki Elimu, Dar es Salaam, Tanzania.
- Fuller, B., & Clark, P. (1994). Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy. Review of Educational Research. 64(2): 119 – 157.
- Hallack, J. (1990). Investing in the Future: Setting Educational Priorities in the Developing World. Paris: 1 TEP and Pergonion Press.
- Higgins, S., Hall, E., Wall, K., Woolner, P. and McCaughey, C. (2005). ‘The Effect of School Environments: A literature review’, The Centre for Learning and Teaching, School of Education, Communication and Language Science,
- University of Newcastle. [Retrieved September 11, 2014]. Available from: http://www.ncl.ac.uk/cflat/news/DCReport.pdf.
