EFFECT OF TECHNOLOGY-ENHANCED INSTRUCTIONAL STRATEGY ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF PYTHAGORAS' THEOREM AT JUNIOR SECONDARY SCHOOLS IN KANO STATE NIGERIA

Abstract

This study looked at how technology-enhanced instructional strategy can assist students’ to understand Pythagoras theorem. The study area is Bichi, Kano State. Quasi-experimental research of pretest-posttest research design was used. Two research questions and two null hypotheses were developed for the study. The study population includes 1,986 students of public Junior Secondary School in Bichi local government area, Kano State. The ample size includes 62 students. Conceptual Understanding Test (CUT) was an instrument used for data collection. Cronbact Alpha was used to obtain the reliability coefficient of 0.88. Mean and standard deviations were used to answer research questions. Analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significant. Findings reviewed that, a significant difference was found in the mean achievement scores of students taught Pythagoras theorem with technology-enhanced instructions and those taught with traditional methods; a significant difference was not found in the mean achievement scores of male and female students when taught Pythagoras theorem using technology-enhanced instructions and traditional methods. The study recommends that, technology-enhanced instructional strategy should be applied by teachers in teaching Pythagoras theorem at all level; professional bodies such as Mathematical Association of Nigeria (MAN), Science Teachers Association of Nigeria (STAN) should organize seminars and workshops on the use of technology-enhanced instructional strategy at secondary schools. The study concludes that, technology-enhanced instructional strategy should be encourage and applied in teaching Pythagoras theorem and mathematics.